Abstract

The dynamic nature of design studio pedagogy has witnessed numerous paradigm shifts as tools and technologies associated with its professional practice have evolved. Generative artificial intelligence (particularly text-to-image) appears to be one such emerging tool with the potential to impact architecture pedagogy. Grounded in two semesters of jury observations and discussions across five design studios, this paper presents a debate addressing the advantages and disadvantages of employing emerging technology in the workflow of the architectural design studio. The debate is based on the self-declared usage of generative AI across 41 instances among 221 public juries. The debate table was developed in the first semester and completed and refined in the second semester. The outcome presents an argument for the necessity of developing a framework for the utilization of generative AI in the design studio pedagogy. While AI image generation offers benefits such as design versatility and enhanced creative exploration, this research critically analyses its drawbacks, including potential bias, loss of attention to essential architectural qualities such as human scale, abstraction, and a tendency to produce designs that defy the reality of architectonics. The debate argues for a balanced approach, advocating for the harmonious coexistence of AI with traditional design methods. As generative AI becomes increasingly prevalent in architectural practice, its inclusion in the curriculum is essential. We propose that AI can empower students to confidently express their design ideas, but emphasize the need for a human-centric design approach. Ultimately, this debate extends its relevance beyond architecture to encompass various creative disciplines, highlighting the importance of navigating the transformative impact of AI on design education.