A studio-based pedagogy: toward inclusive and contextual design thinking

Purpose The research explores how architectural education can promote inclusivity and socio-economic equity through humane design approaches. Design/methodology/approach It uses a qualitative method with mixed techniques. The study includes a reflective case in an elective course – Architecture and Behavioral Studies – offered to year four architecture students. In the case study, students learned about four approaches: human-centered design, user experience design, multisensory design and narrative design. They then chose one or more approaches and applied them to a small-scale design project – a kindergarten in Senegal. The teaching process included lectures, contextual analysis and iterative critiques. A post-project questionnaire assessed students' perceptions of how their chosen approach influenced their design process. Findings The findings showed the value of exposing students to various humane design methods, allowing them to tackle design challenges with flexible, humane-oriented perspectives. The study showed their understanding of inclusion and their ability to integrate cultural aspects and user needs. Originality/value The study suggests a replicable, holistic, humane framework that responds to gaps in current frameworks. Most frameworks focus on a single approach and stem from Euro-American contexts, overlooking the Global South. The current framework explores how diverse approaches can coexist and complement one another, expanding humane design pedagogy to underrepresented contexts. It links architectural education with sustainable development goals. The research presents humane architecture as an investment and highlights how education can shape architects who deliver spatial justice and foster inclusive urban futures.