In recent decades, educators and educational researchers have shown a growing interest in developing, implementing, and assessing pedagogical models that foster greater student engagement through active participation, exploration, and collaboration. This pedagogical orientation, commonly referred to as active learning or student-centred learning, has become increasingly prominent in academic discourse. Although architectural education as a whole tends to embrace student-centred approaches, theoretical courses such as History of Architecture often continue to rely on instructor-centred methods. However, recent studies reveal a growing trend toward integrating active learning strategies into the education of architectural history.
Building on this evolving perspective, the present article examines the application of active learning pedagogy in higher education, focusing specifically on the redesign and implementation of a History of Architecture course at Özyeğin University’s Faculty of Architecture and Design in Türkiye. The redesigned course was evaluated through a student survey administered at the end of the semester to assess its effectiveness. Conducted as a longitudinal study over a two-year period, the research findings indicate high levels of student satisfaction and highlight the potential of active learning methodologies to inform future innovations in the teaching of architectural history.

Authors:
Didem Boyacıoğlu, Ozyegin University, Türkiye

About the Presenter(s)
Didem Boyacıoğlu is currently an assistant professor in the Department of Architecture at Özyeğin University, Istanbul, Türkiye.

Connect on Linkedin
https://www.linkedin.com/in/didem-boyacioglu-98961016

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