The integration of technological mediums in architectural pedagogy has transitioned from a supplementary aid to a foundational necessity in response to the increasing complexity of design practices. This study conducts a systematic literature review to examine how these mediums interact with architectural pedagogy to enhance educational effectiveness. Analyzing a corpus of 175 peer-reviewed studies, the research identifies critical success factors and synthesizes them into an original conceptual model. The findings reveal that technological value in architectural education is generated through five interrelated dimensions: Configuration, Visualization, Construction Management, Knowledge Management, and Integrated Analysis. While immersive visualization remains the most dominant dimension, its impact is frequently limited to perceptual engagement rather than deep cognitive reflection. The study further identifies that successful integration is heavily moderated by institutional infrastructure, instructor expertise, and pedagogical scaffolding. By bridging fragmented empirical evidence into an integrative framework, this research shifts the discourse from technology-centered adoption toward a value-driven pedagogical strategy. These insights offer a transferable roadmap for curriculum designers and policy-makers to align technological affordances with high-order architectural learning outcomes, making a significant contribution to the current discourse.
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Fakourian et al. (2026) studied this question.
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