Defying a legacy or an evolving process? A post-pandemic architectural design pedagogy

The coronavirus disease 2019 (Covid-19) condition has prompted serious questions about the challenges faced by established two-century-old canons of education in architecture and urbanism. This paper establishes an evolutionary account on how design urbanism arrived at pre-Covid-19 condition, explores current and, process encountering Covid-19 asks question what scope opportunities is to meet these challenges. A chronological analysis pedagogy undertaken instigate a debate its future post-pandemic environment. captures salient characteristics legacy model that inherited from historical schools, demonstrates influence resistance this (1960s); identifies qualities various alternatives including ten ground-breaking alternative pedagogies (1970s–1990s); highlights strengths further approaches critical inquiry, process-based learning-by-making (2000s) social construction-based (2010s). Scrutinising consequences associated ‘transitional emergency model’, articulates persisting examines adaptations while outlining for responsive world.