Artificial intelligence as a mediating agent of architectural learning: a transdisciplinary perspective
DOI:
https://doi.org/10.37636/recit.v9n2e458Keywords:
Architectural learning, Artificial intelligence, Transdisciplinarity, Pedagogical mediation, Design cognitionAbstract
The incorporation of Artificial Intelligence (AI) in educational environments has rapidly modified learning processes in architecture and has transformed design methods, ways of thinking, and the generation of new disciplinary knowledge. This article presents a critical literature review and a conceptual analysis of AI as a mediating agent of contemporary architectural learning, developed from a transdisciplinary perspective and under the interpretive framework of critical ontology, which structures educational reality into three layers: the subjective, the intersubjective, and the objective. The study problematizes the emerging curricular fragmentation resulting from the absence of pedagogical guidelines that orient the responsible use of this technology. As the central result of the analysis, an epistemological proposal articulated in three dimensions is formulated: the cognitive (critical synthesis and metacognition), the intersubjective (normative and shared ethics), and the objective (data, algorithms, and metrics). This conceptual architecture constitutes the appropriate conduit for integrating AI into formative processes, provided that four specific pedagogical conditions are met to preserve critical thinking, design creativity, and the intellectual autonomy of the architect in training.
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Data Availability Statement
The research data in this article belongs to an ongoing investigation in the Doctorate in Architecture and Urbanism at the UV of Xalapa. This doctoral research is being conducted by Architect Thadee Birzavitt Garcia Quintero and is in its initial stages of development.
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