Ponzio, Angelica; Fatah gen. Schieck, Ava; (2025) AI-Driven Pedagogies in Architecture: A framework for early-stage design education. In: Proceedings of theSIGraDi 2025: META RESPONSIVE APPROACHES. (pp. pp. 161-172). Sociedad Iberoamericana de Gráfica Digital (SIGraDi)

Text ID_259_Final 23Sept25.pdf - Published Version Access restricted to UCL open access staff until 18 February 2026. Download (1MB)

Abstract

This exploratory study investigates the role of 2D generative Artificial Intelligence (GenAI) applied during early design-stages in architectural education settings. Grounded in Donald Schön’s (1983) reflective practice and adopting a DesignBased Research (DBR) methodology, it presents frameworks where AI functions as a conversational design partner. Three exploratory phases are presented: (1) a theoretical stage—aimed at building familiarity with tools and refining processes; (2) a test stage— a workshop testing the pipeline; and (3) a design studio, employing a structured AI matrix, to explore the concept of parameter-based prompt blending across multimodal platforms. Initial findings indicate that GenAl enhances conceptual stages when anchored in clear design intentions. Moreover, the recent emergence of multi-model AI ecosystems enabled cyclical and layered workflows through Human-AI dialogues producing outputs that transcend generic architectural representation. Furthermore, these systems also foster new forms of pedagogical dialogue between educators and students within the academic environment.

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