Despite the growing emphasis on heritage-sensitive architectural education, limited research has systematically examined how architecture students translate historical context into concrete design decisions through studio-based pedagogical processes. This study investigates how students develop contextual sensitivity, historical continuity awareness, and contemporary interpretation strategies through studio-based architectural projects conducted in historical environments. By combining qualitative thematic analysis with MAXQDA-supported coding, the study proposes a pedagogical analytical framework for evaluating context-sensitive design approaches in architectural education. Analyzing 24 student projects from Safranbolu and Konya, the research identifies four main themes: Public Space, Building Morphology and Material Use, Historical Continuity, and Contextual Compatibility. The findings suggest that students integrated historical layers, local material interpretations, and contextual relationships into contemporary architectural strategies. The study highlights the pedagogical potential of site-based studios in fostering reflective and context-sensitive design thinking and contributes a replicable qualitative framework for future architectural education research.
Özeren et al. (Sun,) studied this question.
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