Enhancing design pedagogy with architectural technology: integrating rule-based and generative approaches

Purpose: This study aims to present a pedagogical framework that is centered around architectural technology (AT) for design studios. To achieve this, our purpose is to implement a new pedagogical framework that applies AT-facilitated thinking processes within computational design (CD) in the design process. Design/methodology/approach: We use a descriptive methodology to explore a pedagogical framework that applies CD. To integrate this in design studios, rule-based design (RBD), generative design (GD) and genetic algorithms (GAs) are used. The research includes a literature review and examines the framework’s application through a design studio. This dual approach, combining theory and implementation, offers a comprehensive understanding of the framework. Findings: The study’s findings indicate that a comprehensive CD approach, encompassing modules such as defining rules for design problems, generating multiple variations, adapting and optimizing, can be utilized to implement a design pedagogy suitable for an AT-centered industry. The presented framework led to the conclusion that individuals can successfully adapt to the AT-centered construction industry by using a comprehensive CD approach. Originality/value: This study presents an original pedagogical framework that integrates CD as the primary approach within the design studios. We introduce a process that integrates RBD and GD as complementary elements. We aim to incorporate GAs into design studios as an original approach, which are relatively limited in the literature. This integrated approach aims to integrate the AT-centered industry by fostering adaptability across the design process.