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Faculty of Architecture, Civil Engineering and Geodesy, University of Banja Luka , Banja Luka , Bosnia and Herzegovina
Faculty of Architecture, Civil Engineering and Geodesy, University of Banja Luka , Banja Luka , Bosnia and Herzegovina
Faculty of Architecture, Civil Engineering and Geodesy, University of Banja Luka , Banja Luka , Bosnia and Herzegovina
This paper analyzes approaches and methods for teaching architectural design at the undergraduate level, focusing on office and administrative spaces at the Faculty of Architecture, Civil Engineering and Geodesy, University of Banja Luka. The study examines how curriculum structure and methodological strategies influence the development of students’ design competencies.
The methodology combines theoretical analysis of design studio pedagogy with qualitative evaluation of teaching practices, project assignments, and student work across multiple generations. The study analyzed pedagogical factors, organization of the design process, use of analog and digital tools, student-mentor collaboration, and the role of site context in concept development.
Findings reveal a dual approach to learning: (1) an adaptive curriculum that responds to students’ abilities, prior knowledge, and thematic variations; and (2) a methodological framework based on iterative revisions, tool integration, and collaborative work, fostering analytical, conceptual, and presentation skills.
The study confirms that a clearly defined and adaptive curriculum, combined with structured methodological strategies, enhances the quality of architectural design education and effectively prepares students for professional practice.
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