Akademik Veri Yönetim Sistemi
Design Journal, 2026 (AHCI, Scopus)
Architectural design education is increasingly shaped by tensions between global standardization frameworks and locally situated studio practices. Although policies such as the Bologna Process and the UNESCO–UIA Charter acknowledge diversity, they often fail to capture the relational nature of studio-based learning. This study addresses this gap by conceptualizing the architectural design studio as a pedagogical ecosystem rather than a uniform curricular structure. Drawing on a qualitative comparative analysis of twelve architecture schools in Turkey and Europe, the study examines how pedagogical orientations emerge through interactions among institutional contexts, educator approaches, and student learning experiences. Empirical material includes interviews with 21 studio instructors, supported by institutional documents, field observations, student interviews, and project outputs. Using reflexive thematic analysis and conceptual mapping, the findings show that pedagogical orientations are shaped less by institutional type than by configurations of scale, mission, and studio culture, where value awareness operates as a situated practice.