Topic
Architectural education is undergoing a significant transformation. Changing conditions in architectural practice, climate responsibility, technological development, and institutional frameworks are prompting schools of architecture to reconsider how curricula are structured, revised, and implemented over time. In this context, curriculum is understood not as a fixed framework, but as a dynamic structure capable of responding to evolving disciplinary, societal, and institutional demands.
The topics of this Deans’ Summit focus on curriculum as the central framework of architectural education. Discussions address the integration of theory, studio teaching, and hands-on learning, as well as the processes of curriculum transformation, adaptation, and institutional change. Design–build is approached as one of several pedagogical models that can contribute to curricular integration, material awareness, and learning through making, while also strengthening connections between education, practice, research, and innovation.
Organized around three thematic areas — design–build integration within the curriculum, transformation and adaptation of curricula, and material experimentation and innovation — the summit provides a platform for exchange. The aim is to share experiences, identify common challenges, and explore strategies for developing curricula that are coherent, adaptable, and aligned with contemporary professional, educational, and research contexts.
Questions
1
Design–Build as a Core Pedagogical Model – Integration of design–build projects into architectural education.
Balancing theory, studio and hands-on experiences within the curriculum.
- How can design–build be embedded as a core curricular component that meaningfully connects theory, design studios and hands-on learning?
Curricular models of design–build education.
- How can design–build projects be structurally integrated into existing curricula across different stages of architectural education?
Introducing design–build projects within institutions of different scales.
- How can design–build curricula be adapted to institutions of different sizes, capacities and resource constraints?
2
Transformation, Adaptation and Institutional Change – Curriculum as a dynamic framework responding to changes in architectural practice and society.
Revising existing curricula in response to contemporary challenges.
- How can architectural curricula respond to changing professional roles, climate responsibility and increasing interdisciplinarity?
Managing curriculum change within institutions.
- How can curriculum transformation be implemented as a continuous and sustainable process while maintaining academic quality and institutional identity?
Shared challenges and knowledge exchange between schools.
- How can schools share experiences and strategies to collectively develop and improve curriculum models?
3
Material, Experimentation and Innovation – Learning through making as a foundation of architectural education.
Introducing material-based learning from the beginning of architectural studies.
- How can first-year curricula use material experimentation and hands-on testing as a foundation for architectural thinking?
Experimentation as a driver of innovation within the curriculum.
- How can curriculum-based experimentation foster innovation in materials, construction systems and architectural approaches?
Linking curriculum, research and long-term educational infrastructure.
- How can educational laboratories and workshops function as long-term curricular infrastructure supporting research excellence, innovation and external funding?