Collaboration in architectural design studio pedagogy: a literature review

Collaboration is a fundamental aspect of architectural practice. Architectural studio education, however, is often focused on individual problem-solving under the guidance of a teacher. Considering its significance for practice, collaboration seems underexplored within architectural studio research. This literature review investigates the current state of research on collaboration in architectural design studios. 42 peer-reviewed studies were analysed using thematic content analysis. The interrelationship between 7 themes: activities, stakeholders, tools, drivers, benefits, challenges, and recommendations is explored to provide an understanding of the collaborative studio models existing in the literature and opportunities to enhance them. The findings reveal that while collaboration is present in architectural studios, it remains less defined and limited in scope. Most studies emphasise design outcomes over the pedagogical processes that enable collaboration, with limited evaluation of their long-term impacts and strategies for enhancing collaboration. This study recommends a holistic strategy that addresses pedagogical, institutional, and curricular dimensions for better integration of collaboration. It also suggests further testing and evaluation of collaborative tools and deeper exploration of how collaborative studio experiences prepare students for professional practice. This study lays a foundation for future inquiry by identifying critical gaps and offering direction for advancing collaborative pedagogy in architectural education.