A transformative pedagogical model for architectural design education in Ethiopia through studio based practice

This study explores the implementation of a Transformative Practice-Based Pedagogical Model (TPM) in architectural design education in Ethiopia, aiming to integrate research, theory, and practice within a studio-based learning environment. The model was applied to a full cohort of third-year architecture students ( n = 20) at Arba Minch University, using the Evaluation–Creation Cycle (ECC) as a design research methodology in combination with active learning strategies. The study responds to limitations in conventional design studio pedagogy, which often emphasizes instructor-centered and product-oriented approaches that may constrain critical engagement and contextual responsiveness. A baseline assessment, drawing on students’ prior experiences in Architectural Design Studio I under a traditional instructional approach, informed the TPM-based intervention. The model was implemented through a structured four-phase process involving information gathering, empirical case analysis, theory–practice integration, and design development. Findings indicate improvements in students’ reflective thinking, engagement with research-informed design processes, and the contextual grounding of design outcomes. Given the single-cohort design and absence of a parallel control group, the findings are preliminary and context-specific; future research to further examine the model’s effectiveness across different architectural education contexts. The study contributes initial empirical insights into the potential of context-responsive pedagogical frameworks with TPM model, for architectural education in Ethiopia and similar Global South contexts.