Pedagogical benefits of embedding project-based learning into the architectural curriculum: A case study

This paper explores the pedagogical benefits of integrating project-based learning (PBL) into the architectural curriculum, with a specific focus on a case study conducted in collaboration with Roche Diagnostic (Suzhou) Ltd, an international company located in Suzhou, China. The aim of this study is to explore how PBL can enhance the learning experience of architecture students, promote their professional development, and bridge the gap between academia and industry. The architectural profession demands a unique set of skills that extend beyond theoretical knowledge. Architects must possess the ability to think critically, solve complex problems, collaborate effectively, and communicate their ideas clearly. Traditional learning and teaching methods often do not fully develop these skills, as they primarily focus on theoretical concepts that often do not provide students with sufficient real-world opportunities. Embedding PBL into the architectural curriculum does offer a valuable alternative, as it allows students to engage in authentic, hands-on projects that mirror the challenges they will face in practice. The case study presented in this paper focuses on a collaboration with an industry partner which involved the design of a central hub facility.