Abstract

Architectural design studio refers to both the physical space and the mode of instruction used in architectural training. This study aimed to qualify the selected cases of architectural learning environments in Kenya as architectural design studios using indicators of architectural studios developed from a critical review of selected literature. The study conducted a comparative survey of the status of architectural design studios of three selected cases against set indicators. Using the indicators, this study failed to qualify any of the three cases as architectural studios. While the literature suggests that mode of instruction should qualify a space as architectural design studios, this study revealed that pedagogy alone does not qualify studios. The literature and data from this study suggest that effective studio learning is a function of the space where learning occurs and the pedagogical approaches used. The study recommends that institutions offering architecture programs adhere to recommended accreditation standards, adopt the indicators developed by this study to qualify architectural design studios, embrace periodic behavioral and spatial evaluation of fitness of purpose of the physical environment to architectural learning, and develop standards to guide design, maintenance, and expansion of spaces for active learning.