Mimarlık Eğitiminde Yapay Zekâ: Stüdyo Kültürünü Yeniden Düşünmek

Öz

Bu makale, mimarlık eğitiminde ortaya çıkan pedagojik dönüşümleri insan–yapay zekâ eş yaratıcılığına odaklanan kavramsal ve eleştirel bir perspektifle ele almaktadır. Eş yaratıcılık özellikle insan tasarımcılar ile yapay zekâ sistemleri arasındaki iş birliğini ifade etmekte; daha geniş kapsamlı iş birliğine dayalı yaratıcılık anlayışlarından ayrışmaktadır. Makalede, yapay zekânın yalnızca teknik bir araç olarak değil, aynı zamanda stüdyo kültürünü, tasarım sahipliğini ve yaratıcı öznelliği dönüştüren bir eş yaratıcı ortak olarak işlev gördüğü savunulmaktadır. Seçilen stüdyo temelli örnekler üzerinden, yapay zekâ destekli iş akışlarının fikir geliştirme, temsil, eleştiri kültürü, istem okuryazarlığı ve etik düşünme üzerindeki etkileri incelenmektedir. Bilişsel artırma ve kavramsal belirsizlik gibi temalar çerçevesinde, yapay zekâya dayalı sistemlerin mimarlık pedagojisinde nasıl bir dönüşüm başlattığı tartışılmaktadır. Makale, yapay zekâyı yalnızca üretken bir araç olarak değil; kültürel ve pedagojik bir alan olarak stüdyo ortamını yeniden düşünmeye sevk eden epistemik ve etik bir özne olarak konumlandırmaktadır. Çalışma, yapay zekâ araçlarının fikir geliştirme, geri bildirim ve kavramsal gelişim süreçlerine entegre edildiği, seçilen 16 tasarım stüdyosunu vaka temelli bir yaklaşımla analiz etmektedir. Bu stüdyolar, isteme dayalı spekülatif üretimden hibrit eleştiri biçimlerine uzanan stratejileri ortaya koyarak deneysel ve uyarlayıcı bir pedagojik manzara çizmektedir. Bulgular, yapay zekânın kavramsal sorgulamayı derinleştirebileceğini, öğrenci tepkisini teşvik edebileceğini ve tasarım üretiminde yeni ortaklık ve paylaşım biçimlerini destekleyebileceğini göstermektedir. Sonuç olarak, insan yaratıcılığını gölgelemeyen; aksine onu derinleştiren eleştirel ve bütünleyici pedagojik çerçevelere duyulan ihtiyaç vurgulanmaktadır.

Anahtar Kelimeler

• Mimarlık
• Mimarlık Eğitimi
• Yapay Zekâ
• İnsan–Yapay Zekâ Eş Yaratıcılığı
• Tasarım Stüdyosu

AI in Architectural Education: Rethinking Studio Culture

Abstract

This article examines the pedagogical transformations emerging in architectural education through a conceptual and critical perspective focused on human–AI co-creativity. Co-creativity specifically refers to collaborations between human designers and artificial intelligence, in contrast to broader notions of collaborative creativity. The paper argues that AI functions not merely as a technical instrument, but as a co-creative partner that reshapes studio culture, authorship, and creative work. Drawing on selected studio-based cases, the study explores how AI-supported workflows influence ideation, representation, critique culture, prompt literacy, and ethical reasoning. Thematically, it engages with concepts such as cognitive augmentation and conceptual ambiguity to demonstrate how design pedagogy is evolving in response to intelligent systems. Rather than viewing AI as a generative tool alone, the article positions it as an epistemic and ethical agent that prompts a rethinking of studio environments as cultural and pedagogical spaces. Methodologically, the study adopts a case-based approach, analysing selected 16 design studios in which AI was integrated into early-stage ideation, feedback sessions, and conceptual development. These cases extent strategies from prompt-driven speculation to hybrid critique practices, revealing a dynamic landscape of experimentation and adaptation. The findings suggest that AI can foster deeper conceptual inquiry, student reflection, and new modalities of authorship and collaboration. Eventually, the study underscores the need for reflexive pedagogical frameworks that integrate AI meaningfully enhancing, rather than displacing, human creativity.

Keywords

• Architecture
• Architectural Education
• Artificial Intelligence
• Human-AI Co-Creativity
• Design Studio.

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