DIGITAL TRANSFORMATION OF ARCHITECTURAL EDUCATION: THEORY, METHODOLOGY, MODELS

Abstract

Purpose. The purpose of this study is to substantiate the theoretical foundations and develop methodological approaches for organizing professional architectural education in the context of digital transformation. The research focuses on integrating blended and distance learning models that combine traditional studio-based practices with innovative digital tools such as Building Information Modeling (BIM), artificial intelligence (AI), and virtual reality (VR), aiming to enhance the development of professional competencies among future architects. Methodology. The study employs an interdisciplinary methodology that integrates pedagogical theory, digital technologies, and architectural design practice. It includes a comprehensive literature review, comparative analysis of contemporary educational models (Rotation Model, Flex Model, SPOL, RSM, PBL), and instructional design based on the course “Reconstruction of the Built Environment”. The models are tested in both blended and fully online formats, incorporating reflective practice, experiential learning, and project-based strategies. Results. The research proposes two instructional models: a blended model (Rotation + Flipped Classroom + PBL) and a fully online model (Flex + SPOL + RSM + PBL). Both models demonstrate the potential to preserve studio-based interaction, foster critical thinking, and integrate digital tools into the learning process. Key implementation criteria – such as flexibility, accessibility, digital competence, and instructional complexity – are identified and evaluated. The models are shown to be adaptable to wartime conditions and global educational disruptions. Scientific novelty. This study introduces a comprehensive pedagogical framework for digital architectural education that synthesizes reflective practice, experiential learning, and advanced digital technologies. It offers a novel integration of educational models tailored to the specific needs of creative disciplines, addressing the challenges of maintaining studio culture and collaborative learning in virtual environments. Practical relevance. The findings provide practical guidance for updating architectural curricula, designing digital courses, and enhancing the digital literacy of educators and students. The proposed models support the continuity and quality of architectural education under crisis conditions and contribute to the modernization of teaching practices in architecture schools worldwide.