The global discourse around architecture education emphasizes rethinking curricula for engaging more with social issues. The shift from creating star architects to socially responsive professionals necessitates examining different approaches to build skills, especially in the design studio, for encouraging a comprehensive system of inquiry for developing design solutions. In Jhenaidah, a secondary city in Bangladesh, fourth-year students participated in a design studio that tried to address critical urban issues and to generate design ideas using field research and community participation. This paper shares the experience of facilitating the design studio. The learning process and studio structure included exploration, examination, consultations, mapping, vision development and strategic planning for arriving at specific design proposals. The experience of working with a local government institution was an added learning of the studio. Pedagogical exploration from the studio reiterates the arguments for balancing rationalism and social responsiveness with creativity in architecture design studios.

关于建筑教育的全球讨论强调重新考虑课程以更多地参与社会问题。从创建明星建筑师到响应社会的专业人士的转变，需要研究不同的技能构建方法，尤其是在设计工作室，以鼓励开发设计解决方案的综合查询系统。在孟加拉国的二级城市吉奈达（Jhenaidah），四年级学生参加了一个设计工作室，该工作室试图解决关键的城市问题，并通过现场研究和社区参与来产生设计思想。本文分享了便利设计工作室的经验。学习过程和工作室结构包括探索，检查，咨询，制图，视觉开发和战略规划，以得出具体的设计方案。与当地政府机构合作的经验是对工作室的一个额外学习。工作室的教学探索再次证明了在建筑设计工作室中平衡理性主义和社会回应与创造力的观点。