THE COGNITIVE-DIGITAL TURN IN HIGHER EDUCATION A Longitudinal Analysis of AI Engagement in an Architectural Design Studio
Year: 2025
Type: book-chapter
Abstract: As artificial intelligence (AI) gradually becomes an integral part of higher education, its integration with creative disciplines such as architectural design studios, raises pedagogical, ethical and epistemological questions. This study presents a semester long empirical investigation concerning AI adoption among 37 architecture students in a third-year speculative design studio. Rather than mandating its use, the course positioned generative systems as optional epistemic actors in order to monitor the students’ approaches in embracing or resisting a relationship with generative systems. The evaluation system was constructed via a weekly interaction matrix that cross-referenced AI integration scores (0-3 scale, constant) with performance metrics (0-2/10 scale, variable) per assignment. This kind of systematic tracking gave us a baseline to perform longitudinal typology analysis, as a diagnostic survey to map students’ attitudes in relation to AI adoption. Five behavioural archetypes emerged throughout the academic term: Digital Emergers, Strategic Adopters, Cautious Integrators, Disengaged, and Resistant; revealing varied temporal patterns of integration. The research highlights the non-linear evolution of digital abilities shaped by contextual alignment, cognitive load and dialogical scaffolding. It also recognizes infrastructural disparities and the ethical uncertainties of AI co-authorship as significant obstacles to fair and substantive integration. The findings support a paradigm change from instructing digital tools as mere software, to guiding students in adaptive reasoning, ethical judgment, and the strategic engagement with AI as collaborators. This research offers a replicable methodology for documenting the temporal progression of digital competence development and establishes a comprehensive framework for educators aiming to incorporate AI into design-based learning environments with critical insight and pedagogical awareness.
Authors: Papadhopulli, Fulvio, Tafaj, Megi
Institution: Polis University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7087032682
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