The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

Reviewing the literature indicates a lack of studies that explicitly describe dynamics design-knowledge construction in architectural pedagogy. Accordingly, this study attempts to empirically explore process constructing within freshman architectural-design studio Egyptian context. In spring 2020 semester, interpretive qualitative research was initially conducted an on-campus setting, followed by period online after COVID-19 lockdown. A total 12 students, addition four teaching assistants and course instructor, were involved study. Multiple data-gathering tactics, such as field observations, semi-structured interviews, document archives employed. Conventional content analysis adopted, order extract patterns case under investigation. The revealed ten themes three categories: students’ learning activities, faculty-pedagogical strategies, social interactions. This paper discusses one theme from each these (1) recourse self-directed learning, (2) faculty’s coaching educational (3) studio’s socio-communal cohesion. findings confirmed is integrally situated process, which cannot be studied without presence all its various components. Such presents contribution could inform future pedagogical initiatives aim create stimulating environments post-pandemic reality.