From Pencil to Stylus: The Online Transition of Architectural Education in India

For architectural educators in India, online education was still emerging before the pandemic, and limited research has been conducted in this area. This research investigates the pedagogical adaptations by architectural educators in response to the pandemic-driven external factors, focusing on their perceptions and the transformation of architectural education in India. This research addresses the critical knowledge gap concerning the proficiency of architectural educators in India for online content delivery by examining nine relationships across three core dimensions of the online learning environment: technology requirements, institutional support, and enhancements in educator proficiency. An online survey was administered to educators affiliated with more than 450 architectural colleges in India. The findings, based on responses from 165 architectural educators, demonstrate notable advancements in online teaching proficiency among educators and a moderate correlation between educators’ online teaching proficiency and their overall teaching experience. However, the country's insufficient technological infrastructure and institutional support continue to pose challenges. This study also uncovers a significant relationship between technology requirements, interactions with students enrolled in courses, and students’ engagement during online sessions. The practical applications of this research highlight the difficulties encountered by architectural educators and propose strategies for the continuous improvement of online architectural education in India.