Evaluating Project-Based Learning in Architectural Education at Thu Dau Mot University

Abstract

roject-Based Learning (PBL) is increasingly recognized as an active and effective pedagogical approach, particularly well suited to the specific demands of architectural education a discipline that necessitates the seamless integration of creative thinking, technical proficiency, and practical problem-solving skills. By engaging students from the Faculty of Architecture and Construction at Thu Dau Mot University in highly practical academic projects, PBL not only facilitates proactive knowledge acquisition but also fosters the comprehensive development of individual competencies. These include design thinking, collaborative teamwork, independent research capabilities, and critical reasoning. Survey results indicate significant positive transformations following the implementation of this method. Specifically, students' proactivity in researching and information retrieval increase by approximately 25%, reflecting a paradigm shift from passive reception to active knowledge exploration. Furthermore, teamwork skills a crucial element in architectural design processes demonstrated a substantial improvement of 18%, indicating enhanced efficacy in student coordination, communication, and idea-sharing. Concurrently, problem-solving capacities within architectural design encompassing contextual analysis, solution proposition, and design modification exhibited an approximate 12% increase compared to traditional pedagogical methods. These findings substantiate that the application of PBL not only elevates educational quality but also plays a pivotal role in cultivating essential professional competencies for architecture students (Taneja, 2022), aligning with the paradigm of modern, practice oriented education and current labor market demands.