Educational and environmental characteristics in the perceptions, challenges, and aspects of teaching novice architecture students

Abstract

This research investigates the educational and environmental factors that enhance the learning outcomes of novice students in architectural design workshops. ​The primary aim is to identify key variables that structure the educational process, enabling students to transition from a beginner level toward professional competence. ​This study employs a qualitative, descriptive-analytical methodology, utilizing content analysis of academic texts, journal articles, and related literature, with data gathered through library research. Through this analysis, five frequently cited stimuli were identified: ​the design and problem-solving process, critical thinking and reflection, comprehensive cognition, the workshop environment, and learning assessment methods. A relational analysis of these stimuli led to their categorization into two principal groups: ​educational characteristics and environmental characteristics. ​Each of these groups contains three key sub-indices that significantly influence student performance and design output. The findings indicate that improving the outcomes of novice workshops requires a strategic alignment of the educational program with the physical learning environment. ​An effective educational program is defined by clear objectives, the use of active learning methods, structured feedback, and meaningful assessment. ​Simultaneously, the provision of a suitable environment—including well-equipped workshops, dedicated spaces for model-making, and areas that facilitate group collaboration—is essential for experiential learning. From a strategic perspective, architectural instruction should focus on accelerating the acquisition of design skills. By completing hypothetical projects and engaging with critiques from instructors and peers, students can gain experience that closely mirrors professional practice. ​The study concludes that the deliberate integration of these educational and environmental factors can expedite the novice-to-expert transition and significantly improve learning outputs. Consequently, it is recommended that curriculum designers and workshop instructors consider these characteristics when developing courses and preparing learning spaces to enhance the effectiveness of design education in architecture schools.