Integrating Artificial Intelligence in Architectural Education: Final-Year Graduation Project Case Study | ||
| International Design Journal | ||
| Article 33, Volume 15, Issue 6 - Serial Number 68, November and December 2025, Pages 419-431 PDF (590.74 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/idj.2025.413071.1410 | ||
| Author | ||
| Houssam Bahgat Elrefaie* | ||
| Architecture department, The Higher Institute of Engineering, Alshorouk, Cairo, Egypt | ||
| Abstract | ||
| As artificial intelligence (AI) rapidly transforms creative and professional sectors, architectural education is increasingly engaging with AI technologies to reshape pedagogical models, especially within final-year graduation design studios. This paper explores the revolutionary potential of AI in architecture education, focusing on its ability to enhance design ideation, streamline critique processes, personalize feedback, and standardize evaluation measures. The paper assesses the incorporation of AI-assisted technologies, including Midjourney, DALL·E, ChatGPT, and parametric simulation platforms in graduating design studios through a case study at the Higher Institute of Engineering – Al Shorouk Academy during the 2024–2025 academic year. The study compares traditional and AI-enhanced workflows across student groups, measuring outcomes in creativity, environmental performance, and clarity of communication. The results show that AI-enabled design projects demonstrated higher levels of innovation and improved environmental performance metrics. while accelerating iteration cycles. Beyond measurable metrics, AI integration enriched students' conceptual exploration and enabled faculty to focus more on high-level mentorship. Based on this institutional case and broader theoretical frameworks, the paper proposes a future model for integrating intelligent systems into architectural design studios. The findings suggest that AI can be an effective collaborator in shaping the studio's environment, encouraging equity, creativity, and preparedness for a future of digital architecture, provided that it is paired with ethical and pedagogical supervision. | ||
| Keywords | ||
| Artificial intelligence; graduation projects; design studio; generative design; digital pedagogy | ||
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