This paper presents a Design-Build pedagogical experience implemented within an undergraduate architectural course in Ecuador. Over a 16-week semester, 11 students participated in the design, testing, and full-scale construction of timber components adapted to the Bahareque system—an earthen vernacular technique widely used in Latin America. Rather than producing a completed building, the focus was on the acquisition of technical, procedural, and ethical competencies through 1:1 prototyping. Students developed construction detailing, performed soil tests, selected sustainable materials, and fabricated structural units including columns, frames, and infill panels. The methodology adopted a qualitative, practice-based approach rooted in constructivist learning theory, emphasizing material engagement, decision-making, and collaborative experimentation. The pedagogical integration of vernacular construction enabled a critical understanding of sustainability through low-carbon techniques, local resource use, and bioclimatic performance. Students assumed leadership roles in the field, addressing real-time challenges and developing adaptive design skills. Results show enhanced student competencies in structural understanding, manual fabrication, teamwork, and environmental responsibility. The constructed prototypes served not only as educational outputs but also as mobile, inspectable tools for community dialogue and curricular innovation. This Design-Build model proves effective in linking traditional knowledge with contemporary pedagogical goals, offering a replicable framework for Latin American architecture schools seeking to integrate experiential learning and sustainable construction into academic programs.
Guzman et al. (Sun,) studied this question.