Abstract This study explores the role of guest speakers in architectural education, focusing on instructors' experiences with this emerging practice. While most research in higher education examines students' perspectives, little attention has been given to how instructors engage with and perceive guest speakers' events. To address the gap in the literature, this study investigates the experiences of design instructors who frequently invite guest speakers, using semi‐structured interviews. A bottom‐up approach was then applied to the analysis, allowing themes to emerge inductively from the data. This study examines how instructors navigate opportunities and challenges arising from incorporating guest speakers into their courses on their teaching and learning practices. Insights from instructors indicate that the guests affect their (1) personal growth: through motivation, inspiration, and creativity, (2) pedagogical practices: knowledge through practice, and interdisciplinary collaboration, and (3) delivery methods of knowledge: diverse presentation styles. At the same time, instructors reported recurring challenges in four areas: (1) aligning speaker expertise with studio goals, (2) supporting pedagogical delivery to novices or some industry guest speakers who lack teaching skills, (3) integrating sessions without disrupting curriculum pacing, and (4) moderating critique dynamics when guest viewpoints conflict with studio needs. Given the scarcity of research on design instructors' perspectives, this study provides valuable insights into a commonly adopted but underexplored practice in architectural education.
Abdelaziz et al. (Tue,) studied this question.