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@article{188237,
author = {Ar. Neha Anwane},
title = {Preserving Pedagogical Constants while Integrating AI in Architecture Education: An NEP 2020 Perspective},
journal = {International Journal of Innovative Research in Technology},
year = {2025},
volume = {12},
number = {7},
pages = {1282-1289},
issn = {2349-6002},
url = {https://ijirt.org/article?manuscript=188237},
abstract = {The growing presence of Artificial Intelligence (AI) in higher education is transforming teaching–learning practices across disciplines, including architecture. In India, the National Education Policy (NEP) 2020 outlines a vision for a learner-centred, multidisciplinary, and technology-enriched education system that nurtures creativity, critical thinking, and experiential learning (Ministry of Education, 2020). Architectural pedagogy, however, has traditionally been anchored in “pedagogical constants” such as studio-based learning, structured critiques, site visits, and interdisciplinary collaboration [1].These strategies, developed over decades, are vital for cultivating professional design competence and contextual understanding.
This study adopts a qualitative approach to examine how AI can be meaningfully incorporated into architectural education without eroding these long-standing pedagogical foundations. Drawing from literature review, expert interviews, and thematic analysis, the research identifies opportunities for AI to support ideation, simulation, and feedback processes while maintaining the reflective, collaborative, and experiential nature of architectural learning. The resulting NEP–AI Aligned Pedagogical Framework proposes a hybrid model that preserves the role of human mentorship while leveraging AI for curriculum innovation, in line with NEP 2020’s objectives.},
keywords = {AI in architectural education, constructivism, curriculum innovation, interdisciplinary collaboration, NEP 2020, pedagogical framework, studio-based learning,},
month = {December},
}
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