AI in Architectural Education: Limits and Potential through Research by Design
DOI:
https://doi.org/10.5821/jida.2025.13699Keywords:
ethics, teaching, diversity, research, innovationAbstract
The paper investigates the possibilities for the responsible integration of disruptive technologies, especially artificial intelligence, into schools of architecture from a Research by Design (RbD) perspective. Building on action-based learning (Schön), design thinking, critical pedagogy (Freire) and technology ethics (Floridi), we argue that AI can function as a critical interlocutor and a catalyst for reflective thinking, rather than a substitute for human judgement. In the educational context we will analyze opportunities and risks in using tools such as ChatGPT, image generators, BIM, 3D printing and AR/VR environments across RbD stages: conceptual exploration, visual iteration, reflective dialogue and speculative design. We propose ethical ways of using these tools, with transparency criteria. We also discuss how AR/VR can support the understanding and exploration of space, as well as the near-real testing of errors.
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