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1 Introduction

The architectural landscape has long been a dynamic field, with its pedagogical methods and design philosophies evolving alongside technological advancements, however sometime late [1]. From the earliest usage of drafting boards and protractors to the more recent reliance on computer-aided design (CAD) tools, each technological shift has carried far-reaching implications for both practicing architects and their educators. Today, we stand on the cusp of another monumental change—the integration of artificial intelligence (AI) into the architectural realm. This integration is not without its controversies, and it urges a renewed investigation into its potential impact, particularly on architectural education.

The introduction of AI into various industries has been both celebrated and critiqued. In medicine, AI offers advanced diagnostic capabilities; in the automotive industry, we see the advent of self-driving cars. In architecture, AI presents avenues for computational design, resource optimization, and predictive modeling, among other uses. However, like any disruptive technology, AI also raises ethical and philosophical questions. Concerns range from job displacement due to automation to the elusive, sometimes unsettling, question of what constitutes creativity in the era of machine learning [2]. These issues become even more complex when translated into the educational ecosystem.

In this study, we explore the evolution of architectural pedagogy in response to technological integration. We place emphasis on assessing the extent to which AI has influenced the architectural domain, both in terms of its advancements and the challenges. Given the capabilities of these emerging digital tools, it is imperative to understand their transformative potential within the architectural landscape. As the profession grapples with the integration of AI there arises a pressing need to address the concerns and implications it presents for the future of architectural practice.

Finally, we recommend incorporating both social science and computer science courses to ensure architects remain actively engaged in the architectural process. This approach will equip architects with the skills to address challenges that AI, in its current state, cannot fully grasp. By utilizing the capabilities of AI, architects can take a proactive role rather than merely adapting to technological advancements.

2 Architecture and Technology

2.1 History

Throughout architectural history, there has been a noticeable hesitancy in integrating technological advancements [3, 4]. This inclination towards traditional methods persisted, even as the Gothic era showcased remarkable construction feats [5]. Despite the profound societal changes of the Industrial Revolution, some architects often utilized modern materials to mirror antiquated styles [6]. Twentieth-century luminaries, including Le Corbusier, highlighted the disparities between architectural conservatism and progress in other industries. The unique challenges of architecture, emphasizing individuality in design, often seemed in conflict with technological progress [7]. Yet, with the advent of the digital age in the 1990s, visionary architects began harnessing digital tools, recognizing their potential to redefine traditional architectural paradigms [8, 9].

Moreover, the introduction of Computer-Aided Design (CAD) into the architectural realm was met with a mix of anticipation and skepticism. As noted by [10], many architects expressed concerns, fearing that CAD might obliterate the human touch in design. The hand-drawn sketches, which were seen as the soulful expressions of an architect's vision, were thought to be in jeopardy. The initial CAD systems, with their rigid lines, seemed to lack the fluidity and of manual drafts.

This sentiment was echoed when Building Information Modeling emerged. While BIM promised an integrated approach, streamlining design, construction, and management processes, it was seen by some as an overly mechanized system, potentially undermining the artistry of architecture [11].

2.2 Architecture and AI

The architectural domain, a melding of human creativity and practicality, is currently at the cusp of a profound transformation propelled by technological advancements. Highlighting this shift is an insightful experiment led by DamiLee [12].

This study pitted three human architects against AI in a design competition, with both entities striving to conceptualize a 28 m2 house on a challenging sloped landscape. As designs emerged, showcasing varied interpretations members of the Archibeans Discord community were entrusted to cast their judgments, unaware of each design's origin. To many's astonishment, not only did AI designs garner a majority of the votes, but they also demonstrated an ability to produce these designs at a pace humans couldn't rival. Moreover, AI's triumphs extended to rendering and textual description segments of the competition, further amplifying its role in the new architectural age.

To understand better the magnitude of change that is taking place in the domain, we will examine into the processes and stages of architectural design and execution and how AI's influence is already apparent and at which stage (Table 1).

Table 1. Artificial Intelligence in Architectural Practice
Full size table

Given the profound impact of these technologies, future architects should be trained not merely to use these tools but to pioneer their evolution, ensuring that technological advancements serve societal needs optimally. The above-mentioned tools, are very limited and a little part of what is really in the market. A revised curriculum should balance technological proficiency, societal implications, and the enduring essence of human-centric design rather than ocular-centric [30].

3 Talks, Surveys, and Suggestions

To understand the impact and willingness of users, academics, and students to adapt to changes, we conducted a survey, receiving feedback from 144 participants, which spanned students, educators, and practicing architects. The goal was to gauge attitudes towards the role of AI in architectural education and to identify perceived challenges and opportunities. 68% of these respondents either strongly agreed or agreed that integrating AI is crucial for the future of architectural education. 17% held reservations against this view. However, concerns emerged too; 71% feared the loss of traditional skills, 32% raised ethical concerns, 62% worried about a lack of human touch in designs. Furthermore, the willingness to adapt to a new curriculum incorporating AI was evident, with 59% being willing.

Despite the support for AI's integration and its benefits, discussions with architects, and academics all converge on a singular thought: AI can automate and expedite many architectural processes, but it remains limited in understanding how impactful it will be on the industry and the domain itself. What is clear is that the first to adapt to technologies are developers rather than academic institutions, and that’s to the apparent efficiency, and economic benefits. Afterwards the pedagogical system starts its engines to follow up with the market [31].

4 Architecture Pedagogy

The architectural education landscape has been historically rooted in traditional pedagogy. Central to this approach is the “Architectural Design Studio.” In these courses, students have been guided by the design professors, immersing themselves in design projects deeply influenced by architectural history, styles, and movements [32]. However, as we transition into a digital age, the call for integrating AI-assisted concept generation into these studios becomes increasingly evident [33]. Such integration provides architects with the tools to craft initial designs that are both innovative and efficient. For example, by training architects how to present their designs by using AI tools, that will cut the time spent on visuals, and make them focus on the essence of those spaces.

Alongside design, the study of architectural history and theory has played a pivotal role in shaping architects. This exploration, which looks into the cultural and societal contexts of architectural evolutions, equips students with a deep understanding of design implications through time [34]. But with AI becoming an omnipresent force, it's vital to expand the horizons of these courses. While AI may not directly interpret history or theory, its influence necessitates a broader inclusion of the social sciences, in the sense that, future architects will have much free time to draft and visualize their designs, hence, these repetitive tasks done by AI-tools, architects should be equipped more with humanities courses to be capable of touching bases with what is important for human beings, what is essential, and existential. With that in mind, courses of politics, sociology, theory, philosophy, should all be included in the curriculum. For example, a course focusing on “Politics” can dissect the symbiotic relationship between architectural trends and political narratives. Moreover, “Sociology” would provide a lens into societal structures and dynamics, ensuring that designs are deeply rooted in community contexts. While “Philosophy” propels architects to introspect on the existential aspects of their creations, melding existentialism, aesthetics, and ethics. Additionally, a course on “Micro/Macro Economics”, would help students understand the real world implication of design, and how economy has a direct implication on how and why buildings are built. In essence, the proposed courses are aimed at molding architects who are not only technologically adept but also deeply insightful about the eco-social fabric of our societies.

Field experiences, like site visits and internships, have traditionally acted as the bridge between theory and real-world application. These hands-on exposures have been further enriched by technological infusions. In the current moment, we have many technological tools, that would aid construction workers and contractors in understanding the intentions of the engineers/architects/designers – like VR, AR, post-occupancy evaluation tools, BIM coordination, etc. – hence, it would be beneficial if architects already have hands on on these tools, and understanding how they can bridge their creative concepts and ideas into reality in the easiest way possible.

Additionally, courses such as Computer-Aided Design (CAD) have ushered in a paradigm shift in design methodologies [34]. But with the advent of AI, now we see tools that can aid in construction documents, and preliminary design [35]. Furthermore, as visualization processes evolve, traditional representation courses must adopt AI-driven tools, by equipping students with the correct methods of prompt writing, and editing furthermore the designs to fit. These advanced tools, when paired with intricate prompts, can revolutionize the way architects envision and communicate designs.

However, with the digital realm expanding its footprint in architecture, the introduction of courses like “Programming for Architects” becomes imperative. Such courses ensure architects are not just passive users but understand the underlying intricacies of the tools they employ, enabling them to understand the mechanics behinds such tools, and teaching them how to create their own tool one day.

5 Conclusion

This study explored the evolving landscape of architectural practice in the age of artificial intelligence. Through a review of literature, surveys, talks and interviews, it highlighted both the potential and the pitfalls of integrating AI into architectural pedagogy.

Our suggested courses serves as a general format of how AI can be integrated into architectural education in a manner that is both technologically progressive and ethically sound. We assert that future architects should not be limited to traditional construction and design roles, as architecture as we know it, seems to be changing forever. Therefore, architectural education should strive to produce versatile individuals, capable of applying their unique skill sets across various domains—from entrepreneurship to social reform. The courses aim to prepare future architects to be proactive users with new technologies, being pioneers rather than passive users, and late to understand the impact of such technologies on the domain. While if future architects took the leading role, they will be able to shift the market’s direction towards their visions, by taking into consideration the historical, social, economic, philosophical, and political, ahead of starting the design, rather than jumping on on the train of construction and market’s needs so late, that they will themselves only be tools in the hand of developers/stakeholders.

As AI continues to evolve and permeate various aspects of human life, and architectural process, architectural education cannot afford to remain static. Our study provides an exploration of the challenges and opportunities that lie ahead. Educational institutions must adapt to this changing landscape to equip the next generation of architects with the skills, ethical awareness, and versatility they need to navigate an increasingly complex world.

It is clear that the integration of AI into architectural education is not a question of mere technological adoption, but a complex interplay of pedagogy, ethics, and accessibility. The need for a strategic, thoughtful approach to this integration cannot be overstated. Educational institutions, industry partners, and regulatory bodies must collaborate to create an educational ecosystem that embraces the possibilities offered by AI while upholding the ethical and creative standards that define the architectural profession.