ABSTRACT AI‐Generated Content (AIGC) technology is profoundly reshaping architectural engineering education. Traditional PBL (Project‐Based Learning) in architectural decoration faces challenges such as rigid teaching processes, difficulty in inspiring student creativity, lack of logical design development, and limited teacher guidance. This study aims to explore how AIGC technology can empower and fundamentally reconstruct the traditional PBL teaching process, thereby facilitating a shift in teaching objectives from ‘imparting software operation skills’ to ‘fostering human‐machine collaboration’. Based on constructivist learning theory and design thinking, a five‐stage PBL teaching model that deeply integrates AIGC tools was constructed. A prototype of a teaching support system was developed and implemented, and its effectiveness was validated through a one‐semester experimental study. The empirical results indicate that, compared to students in the traditional PBL model, the experimental group students demonstrated significant improvements across multiple dimensions. The present research confirms that the systematic integration of AIGC is not merely a superposition of tools but a structural innovation of the PBL teaching process and educational paradigm, providing a practical and theoretical pathway for constructing a “human‐machine collaborative creation” future in architectural engineering education.
Ai et al. (Sun,) studied this question.