Technological Approaches to Design Teaching: Framing Architecture Design Workflows

Architectural education was blurred by the technological turn in the twentieth century, leading to a confrontational ‘design-versus-technology’ mindset among architects. To date, there have been few approaches that properly investigate how to integrate technology into the design process in early BSc education. Through a case study analysis of the first-year BSc architecture studio at ETH Zürich, this paper reveals two successful technological approaches to design teaching, with mappings of concise workflows to close the gap between design and technology. This shows promising results, not only supporting learning but also offering students critical thinking opportunities when reflecting on their design process. These workflows demonstrate potential for application in architectural practice.