IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

Architectural education in Chilean universities has traditionally relied on in-person instruction, with the design studio functioning as the core of disciplinary training. The COVID-19 pandemic, however, revealed both the urgency and the potential of virtual teaching environments. Early institutional responses largely attempted to replicate face-to-face pedagogical dynamics online, often without fully considering alternative strategies such as synchronous and asynchronous formats or the systematic use of pre-designed didactic resources. This study analyzes the teaching practices developed within the Architecture Advance program at Universidad Gabriela Mistral, where the integration of digital technologies, dynamic pedagogical models, and student-centered approaches has enabled the construction of a fully online educational framework. This model has expanded access to architectural education by incorporating a broader age range of students and diversifying learning contexts. The possibility of gathering students from across the country in a single virtual classroom enriches knowledge exchange, strengthens relationships with diverse territorial realities, and enhances students’ understanding of spatial conditions through shared learning experiences. The implementation of methodologies such as Problem-Based Learning, the Flipped Classroom, and the use of curated instructional materials demonstrates that online environments can achieve learning outcomes comparable to traditional in-person programs. Moreover, the online format broadens pedagogical horizons by facilitating interactions with instructors and perspectives from various geographic and cultural contexts. Ultimately, this case study illustrates how a comprehensive online model can uphold the academic rigor traditionally associated with architectural education while promoting greater educational equity and territorial diversity.