Researchers have highlighted the need for ongoing design pedagogy reform in order to reflect worldwide transformations, changing socio-cultural contexts and the expanding scope of design practice. New pedagogical models have emerged in architectural education that incorporate stakeholder perspectives and encourage community engagement. Participatory Design (PD) methodology has become a promising pedagogical approach to engage diverse stakeholders and communities in the design process. The twofold goal of this article is to describe and categorise student learning experiences in an architecture studio and to delineate the benefits of applying PD methodology to architecture studio pedagogy. Students from a graduate level integrated architectural studio participated in the study and led a series of three participatory co-creation activities with diverse stakeholders who were planned for the front, middle and backend of the design process. Observations, questionnaires and interviews were used to describe and categorise student learning experiences as well as determine the benefits of integrating PD methodology into a design studio. The study results demonstrate that participatory activities positively impact student learning experiences as well as greatly enhance student empathy for stakeholders, thus integrating the social and technical aspects of their experience and demonstrating the importance of stakeholder engagement in collective and creative experimentation.

中文翻译：

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利益相关者参与设计工作室教育

研究人员强调需要进行持续的设计教学改革，以反映全球变革、不断变化的社会文化背景和不断扩大的设计实践范围。建筑教育中出现了新的教学模式，融合了利益相关者的观点并鼓励社区参与。参与式设计(PD) 方法已成为一种有前途的教学方法，可以让不同的利益相关者和社区参与设计过程。本文的双重目标是描述和分类建筑工作室中的学生学习体验，并描述将 PD 方法应用于建筑工作室教学法的好处。来自研究生级别综合建筑工作室的学生参与了这项研究，并与不同的利益相关者一起领导了一系列三项参与式共同创造活动，这些利益相关者计划在设计过程的前端、中间和后端进行。观察、问卷调查和访谈被用来描述和分类学生的学习经历，并确定将 PD 方法整合到设计工作室的好处。