Architectural Pedagogy in the Age of Artificial Intelligence: A Case Study on Integrating AI into the Core Programming and Design Education Course

Abstract

The integration of generative AI tools represents a paradigm shift in design practice, demanding immediate curriculum reform to ensure future architects are prepared. This study addresses the critical pedagogical challenge of integrating generative Artificial Intelligence (AI) into architecture and design curricula while simultaneously preserving essential technical competency. Employing a fiveyear longitudinal case study at the British University in Egypt (BUE) with Year 3 Interior Design students, this research investigates the efficacy of a novel Dual-Model Submission Framework. The methodology mandated a sequential design process: Phase 1 required detailed technical foundation using (CAD/BIM), which constrained and anchored the subsequent Phase 2 conceptual ideation utilizing generative AI tools (Midjourney/Prome-AI). Quantitative analysis of student selfassessment data across the two-year AI intervention period (versus the three-year baseline revealed a statistically significant increase in overall module effectiveness and student satisfaction. The core contribution is the validation of the Pedagogy of Curation, demonstrating that sequencing technical constraints before creative freedom transforms students into critical integrators who can reconcile conceptual novelty with programmatic feasibility. This BIM-Anchored AI Pedagogy offers a robust, adaptable framework for architecture, interior design and engineering curriculum reform. It provides a blueprint for curriculum reform that leverages AI to maximize creative output (ideation speed) while simultaneously reinforcing essential skills (technical rigor), thereby equipping graduates with the integrated mindset demanded by the evolving global AEC industry.