This study investigates the integration of artificial intelligence (AI) and digital technologies within architectural education through a bibliometric and content-based review of recent literature. As design education undergoes a rapid digital transformation, it is crucial to understand the pedagogical implications and technological trajectories that are shaping the field. Drawing on 90 peer-reviewed publications from the past decade, this research maps thematic trends, identifies key contributors, and reveals conceptual relationships across the literature. Four research questions guide the study, focusing on geographic distribution, citation networks, keyword co-occurrences, and dominant technological themes in architecture education. The findings reveal that AI, especially generative tools such as Midjourney, DALL·E, and ChatGPT and immersive technologies like virtual and augmented reality (VR/AR) are the most studied. These tools influence creativity, conceptual thinking, and spatial understanding in studio-based learning. While architecture remains the central focus, significant contributions also emerge from interior and landscape design. The study highlights the importance of enhancing digital literacy among educators and ensuring the ethical and inclusive integration of technology into curricula. By identifying current gaps and future research directions, this study contributes to broader discussions on how emerging technologies are reshaping design pedagogy, emphasizing the need to align innovation with reflective and critical teaching practices.
Dağteke et al. (2026) studied this question.