A hybrid model proposal for architectural design education

It is clear that theory in architectural education develops together with the media. Every environment brings with it assumptions, opportunities, possibilities and challenges. With the development of computer technologies, the use of digital tools in architecture has become widespread, but since they are misunderstood and not used appropriately by both students and instructors, it has led to gaps in architectural pedagogy. Within the scope of the study, the change process defined within the concept of new normal was seen as an opportunity to discuss how this change should be through the acceptance of the necessity of change in architectural design education by a much wider segment and the adaptation of digital design tools, and a hybrid model that can respond to the transformation in architectural design education in the context of the new normal. A design model has been developed. With the developed model, it is aimed to strengthen the relationship between basic design education and architectural design education with the help of digital design thought and tools, which can respond to the transformation in architectural design education through the new normal. The effectiveness of the model was investigated with 4 modules implemented in a two-stage process. The first stage was designed with a traditional approach, specific to the Basic Design course, and the second phase was designed with an understanding of the use of digital design tools, specifically for the Architectural Design I course. Another aim of the study is to determine what kind of change it causes in the information processing processes of students who produce design alternatives with the developed model. Using the "Thinking Styles Inventory" developed by Sternberg and Wagner, it was tested whether the proposed hybrid design model made a difference in students' style preferences throughout the education period. The results show that the model developed within the scope of the study can respond to the transformation in architectural design education considered through the new normal and is applicable. In addition, the data and results obtained from the study offer a perspective for today's educators to explore the potential and possibilities of opening a wider field of influence regarding design pedagogy.