Integrating inquiry-based learning into architectural design studios: toward a flexible framework

Abstract

Since the 2010s, architectural education has faced increasing criticism, highlighting the marginalization of research and theoretical inquiry within design studios dominated by visual and representational approaches. Insufficient integration of inquiry-based methods is argued to hinder the internalization of design knowledge. To address this gap, this study proposes a flexible inquiry-based framework aimed at enhancing students' research and inquiry skills within architectural design studios. Grounded in the theoretical context of inquiry-based learning (IBL) as a form of active learning, this study examines how research-oriented pedagogies can be afforded to studio-based education. Empirical data were collected through surveys conducted with 28 educators and 54 students from the Architectural Design 4 Studio at Yildiz Technical University. Quantitative and qualitative analyses enabled a comparative evaluation of the pedagogical structures, learning outcomes, and inquiry practices. The findings revealed a strong consensus on the value of inquiry in fostering autonomy, critical thinking, and creativity. However, persistent challenges remain in linking research with design development and managing studio time and infrastructural constraints. In response, a 14-week phased framework is proposed, aligning inquiry tasks with learning resources and assessment strategies. This study contributes a transferable model for embedding inquiry-driven learning in architectural studios, promoting reflective, research-oriented, and learner-centered pedagogy.