C-PBL Driven Architectural Design Education - Creating Social Values through Self-Directed Learning -

Solving multidisciplinary problems is one of the core capabilities required in the Fourth Industrial Revolution. Contemporary society also requires such talent with skills. For this reason, many fields of education have tried applying Problem-Based Learning. However, architectural design education still remains in the traditional approach, which focuses on the physical environment itself rather than design problems that may arise due to other factors such as social changes, technological developments, and climate issues. This paper discusses the potential of the Industry-Coupled Problem-Based Learning (IC-PBL) developed by Hanyang University, South Korea, particularly from an architectural design education perspective. For this, the paper first introduces the architectural design class adapting the IC-PBL program in terms of class development and problem identification. It then evaluates the performance of the class according to the project outcomes, focusing on self-directed learning skills and social values. From the class assessment, this paper identifies the potential benefits of architectural design education applied to the IC-PBL, focusing on students' perspectives engaging with social issues. Consequently, this study provides insights into considerations for future curricula for architectural design education to ensure that students meet the requirement of modern society: problem-solving skills. These insights will be beneficial to both learners and educators in the architectural design education area.