RETHINKING ARCHITECTURAL EDUCATION THROUGH COMPUTER-AIDED DESIGN AND TRANSFORMATIVE STUDIO PEDAGOGY

Abstract

Architectural education in Pakistan, established in 1954, faces the challenge of adapting to a rapidly evolving design and technology landscape. This study examines the integration of Computer-Aided Architectural Design (CAAD) within Pakistani architecture studios, highlighting the influence of historical educational practices. Critical obstacles identified include outdated infrastructure, theoretically focused curricula, and insufficient collaborative mechanisms necessary for effective technology adoption. Conducted in Fall 2023, the research implemented a CAAD integration framework in a fourth-year architecture studio at the University of Engineering and Technology, Lahore. Findings reveal gaps in pedagogical approaches, including limited student engagement, restricted access to modern tools such as CAAD and BIM, and inadequate training in emerging digital technologies. The study offers actionable recommendations for educators, policymakers, and industry stakeholders to enhance studio pedagogy, promote transformative learning, and advance digital competencies in architectural education