Spatial Qualities as a Shared Analytical Language: A Multi-Scalar Framework for Collaborative Studio Education

Spatial qualities are central to architectural reasoning; yet, in studio-based education, they often remain implicit rather than structured as a shared analytical framework. This study examines how a multi-scalar taxonomy of spatial qualities can function as a collaborative analytical language in studio-based architectural education. Situated in Košanćićev venac and Dorćol, two historically layered areas of Belgrade’s old town, this study integrates expert spatial analysis with a student questionnaire administered across bachelor and master study levels. Empirical testing was conducted to evaluate structural coherence, conceptual differentiation and the distribution of spatial qualities across detail, architectural and urban drawing scales. The findings indicate consistent internal stability, clear differentiation among constructs and statistically significant cross-scale articulation. Form- and composition-related qualities showed high usability, while interpretative constructs were more variable. Master-level students demonstrated greater engagement with cognitive and interpretative constructs, indicating a shift toward more conceptually grounded design reasoning without affecting overall structural coherence. These results suggest that spatial qualities can operate as a level-independent analytical language, supporting inclusive participation, shared interpretation and structured dialogue within the design studio. By positioning spatial qualities as a collaborative pedagogical framework, this study contributes to interdisciplinary communication and more equitable engagement in architectural education.