A Comparative Evaluation Model for Design Studio Pedagogy: Linking Educational Objectives and Professional Readiness in Architectural Higher Education

Design studios remain a core component of architectural education, yet their pedagogical structure, alignment with international standards, and contribution to professional formation are often insufficiently examined. This study evaluates master-level design studios using a three-track analytical framework that integrates pedagogical innovation, alignment with the UNESCO-UIA Charter for Architectural Education, and the development of professional capabilities specified in the UNESCO-UIA Validation System. The methodology combines qualitative profiling and quantitative benchmarking, employing a structured six-parameter innovation framework, an ordinal evidence scale, and a cross-track correlation analysis. Learning and professional capabilities were assessed and analyzed through Pearson correlation matrices in JASP (0.95.4). Findings reveal that all studios share a common grounding in heritage- and environment-responsive learning, yet demonstrate distinctive pedagogical signatures shaped by thematic focus, design scale, and temporal orientation. Strong positive alignments emerge between context-driven learning and applied professional readiness, while structural gaps indicate capability areas insufficiently supported by studio pedagogies. The study demonstrates that bridging policy frameworks with pedagogical and professional capability assessments provides a replicable method for evaluating architectural curricula, offering insights for improving design-studio models and strengthening evidence-based educational practice.