This academic project was developed in early 2025 as a pedagogical strategy to integrate theory and practice in architectural education. Within the Integrated Design II course, university students, faculty, the College of Architects, and an international expert collaborated in a community-oriented workshop, designing and building two modular wooden kiosks in the Armenta linear park in San Pedro Sula. The initiative responded to a real need identified through participatory diagnosis and addressed by applying project-based learning (PBL), situated learning, and collaborative design strategies. How can these pedagogical frameworks be effectively applied in architecture to respond to community challenges while developing critical professional competencies? Over five phases—from diagnosis to on-site construction—students engaged with technical, social, and ethical challenges, enhancing skills in resource management, teamwork, decision-making, and social empathy. The project culminated in the construction of two functional prototypes, enabling the validation of learning outcomes and encouraging critical reflection on the ethics of design in vulnerable contexts. This case study highlights the value of real-world learning environments guided by social purpose, demonstrating their potential to generate tangible community impact and contributing to more responsive and ethically grounded architectural education.
Perdomo et al. (Sun,) studied this question.