VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

Studio pedagogy in architecture and interior design has traditionally been a one-way exchange: instructors deliver critique, and students respond. While this method preserves disciplinary traditions, it positions students as passive recipients rather than active agents in their learning. Central to this exploration is the role of student agency. By positioning students as both designers and co-creators of their learning environment, the studio becomes a space where reflection, critique, and dialogue circulate in multiple directions. Two professors at different universities piloted structured debriefing methods in introductory design studios. Students participated in reflective surveys, guided group discussions, and written evaluations at key project checkpoints. These activities encouraged students to analyze their work, reflect on the studio environment, and engage more deliberately in the learning process. They also provided instructors with timely insight into student understanding and experience. Findings indicate that structured debriefing supports clearer communication, greater accountability, and more active student engagement. It also enables instructors to identify misunderstandings earlier and adapt teaching strategies in real time. In this way, feedback functions not as a one-time judgment, but as an ongoing exchange that promotes ownership, critical awareness, and iterative improvement. This study argues that design studios can move beyond hierarchical critique toward a model of co-created learning. By embedding structured reflection into studio pedagogy, educators can create more responsive, inclusive, and intellectually active learning environments. The approach offers a practical framework for strengthening student agency while preserving the rigor and feedback-rich culture central to design education.