Abstract

This study offers a thorough lens for viewing the design studio as a distinctive pedagogical learning setting that fosters autonomous learning by analyzing the nature of design problems and the design studio as a physical learning context. The word “design” itself is problematic, and learning design focuses on doing rather than merely tackling knowledge-based problems. Students in the design studio challenge preexisting beliefs, actively contribute to the creation of new knowledge, and then reflect on that knowledge through a specific assessment process. The design studio, which incorporates both physical context and social interactions, is not ideal, and it is imperative to acknowledge and address its associated shortcomings. The current research is undoubtedly crucial for a wider range of different studio-based programs as well as for architecture lecturers and students.