Sustainability challenges in the built environment demand a shift in architectural education from form-based approaches toward adaptive, systems-oriented, and performance-driven thinking. This paper examines an integrated pedagogical model combining biomimicry, parametric thinking, and modular design to enhance sustainable design learning in architectural studios. Using a qualitative case study approach, this research investigates Architectural Design Studio 4 at the American University of Ras Al Khaimah (AURAK), where third-year students followed a three-stage discovery-based process. Students first analyzed biological systems to identify transferable principles, then translated these principles into parametric modules using computational tools such as Dynamo and Revit, and finally applied the systems to high-rise architectural design. The findings indicate that integrating biomimicry with parametric workflows encouraged optimization, adaptability, and reusable design strategies rather than fixed outcomes. Modular design approaches helped students manage architectural complexity, while computational tools supported performance-based exploration and informed decision-making. The absence of a predetermined final design fostered critical thinking, creativity, and problem-solving skills. This study contributes empirical evidence to architectural education research by demonstrating that process-based, discovery-oriented studios can strengthen students’ understanding of sustainability, systems logic, and adaptability, preparing future architects for contemporary environmental and technological challenges.
Semlali et al. (Mon,) studied this question.