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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Agkathidis, A., Song, Y., & Symeonidou, I. (2024). AI-assisted design: Utilising artificial intelligence as a generative form-finding tool in architectural design studio teaching. In Proceedings of the 42nd International Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2024) (pp. 619–628). https://doi.org/10.52842/conf.ecaade.2024.2.619
2. Alshahrani, A., & Mostafa, A. M. (2025). Enhancing the use of artificial intelligence in architectural education – case study Saudi Arabia. Frontiers in Built Environment, 11, Article 1610709. https://doi.org/10.3389/fbuil.2025.1610709
3. Boden, M. A. (1998). Creativity and artificial intelligence. Artificial Intelligence, 103(1–2), 347–356. https://doi.org/10.1016/S0004-3702(98)00055-1
4. Boden, M. A. (2004). The creative mind: Myths and mechanisms (2nd ed.). Routledge.
5. Buldaç, M. (2024). Deneysel tasarım sürecinde yapay zekâ araçlarının kullanımı: iç mimarlık eğitiminde bir ders modeli çıktıları. Sanat ve Tasarım Dergisi, 14(2), 69-91. https://doi.org/10.20488/sanattasarim.1602366
6. Chandrasekera, T., Hosseini, Z., & Perera, U. (2024). Can artificial intelligence support creativity in early design processes? International Journal of Architectural Computing, 23(1), 122–136. https://doi.org/10.1177/14780771241254637
7. Cross, N. (2011). Design thinking: Understanding how designers think and work. Oxford: Berg.
8. Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19. https://doi.org/10.1093/analys/58.1.7

9. Cudzik, J., Nyka, L., & Szczepański, J. (2024). Artificial intelligence in architectural education - green campus development research. Global Journal of Engineering Education, 26, 20-25.
10. D’souza, N., & Dastmalchi, M. R. (2024). Architectural Creativity Stranded at Mid Journey? Evaluating Creative Potential of Prompts and Images in Generative AI. In International Conference on-Design Computing and Cognition (pp. 224-240). Cham: Springer Nature Switzerland.
11. Deutsch, R. (2025, January 15). Architecture students on AI. Common Edge. https://commonedge.org/architecture-students-on-ai/
12. Dorst, K. (2011). The core of “design thinking” and its application. Design Studies, 32(6), 521–532. https://doi.org/10.1016/j.destud.2011.07.006
13. Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem–solution. Design Studies, 22(5), 425–437. https://doi.org/10.1016/S0142-694X(01)00009-6
14. Dortheimer, J., Schubert, G., Dalach, A., Brenner, L., & Martelaro, N. (2023). Think AI-side the Box! Exploring the usability of text-to-image generators for architecture students. In W. Dokonal, U. Hirschberg, & G. Wurzer (Eds.), eCAADe 2023: Digital design reconsidered (Proceedings of the International Conference on Education and Research in Computer Aided Architectural Design in Europe, Vol. 2, pp. 567–576). eCAADe. https://doi.org/10.52842/conf.ecaade.2023.2.567
15. Fares, G. (2025). Integrating AI in the creative process: A case study in interior design education. Art and Design Review, 13(2), 140–158. https://doi.org/10.4236/adr.2025.132010
16. Gaggioli, A., Bartolotta, S., Ubaldi, A., Gerardini, K., Sarcinella, E. D., & Chirico, A. (2025). Extended Creativity: A Conceptual Framework for Understanding Human-AI Creative Relations (arXiv:2506.10249v2). arXiv. https://arxiv.org/abs/2506.10249v2
17. Hafiz, D. (2024). Shaping tomorrow: The impact of AI on architectural history and interior design education. Evolutionary Studies in Imaginative Culture, 8(2), 357–367. https://doi.org/10.70082/esiculture.vi.1052
18. Han, J., Forbes, H., and Schaefer, D. (2019). An Exploration of the Relations between Functionality, Aesthetics and Creativity in Design. Proceedings of the Design Society: International Conference on Engineering Design, 1(1), 259–268. https://doi.org/10.1017/dsi.2019.29
19. İşbilir, A., & Bölükbaşı, M. (2025). Yaratıcı senaryo yazımında yapay zekânın rolü: İç mimarlık eğitiminde yenilikçi bir yaklaşım. İstanbul Sabahattin Zaim Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(1), 40–49. https://doi.org/10.47769/izufbed.1633624
20. Jin, S., Tu, H., Li, J., Fang, Y., Qu, Z., Xu, F., Liu, K., & Lin, Y. (2024). Enhancing Architectural Education through Artificial Intelligence: A Case Study of an AI-Assisted Architectural Programming and Design Course. Buildings, 14(6), 1613. https://doi.org/10.3390/buildings14061613
21. Karadağ, D., & Ozar, B. (2025). A new frontier in design studio: AI and human collaboration in conceptual design. Frontiers of Architectural Research. https://doi.org/10.1016/j.foar.2025.01.010
22. Makarouni, E. (2024, June). Should AI become a mandatory part of the architecture school curriculum? Architizer. https://architizer.com/blog/inspiration/stories/ai-architecture-school-curriculum/
23. Mansour, N. (2024). Redefining architectural education: Navigating the integration of AI in design education. In ACSA 112th Annual Meeting: Disrupters on the Edge (pp. 172–179). Vancouver, BC. https://doi.org/10.35483/ACSA.AM.112.24
24. Özorhon, G., Nitelik Gelirli, D., Lekesiz, G., and Müezzinoğlu, C. (2025). AI-assisted architectural design studio (AI-a-ADS): How artificial intelligence join the architectural design studio? International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-09975-0
25. Sadek, M., & Mohamed, N. A. G. (2023). Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us? MSA Engineering Journal, 2(2), 133–148. https://doi.org/10.21608/MSAENG.2023.291867
26. Sarkar, P. and Chakrabarti, A. (2011), “Assessing design creativity”, Design Studies, 32(4), 348-383. https://doi.org/10.1016/j.destud.2011.01.002
27. Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe and trustworthy. International Journal of Human–Computer Interaction, 36(6), 495–504. https://doi.org/10.1080/10447318.2020.1741118
28. Schulman, P. (2023, September 7). Learning AI: Are architecture schools ready? Architectural Record. https://www.architecturalrecord.com/articles/16344-learning-ai-are-architecture-schools-ready
29. Tong, H., Türel, A., Şenkal, H., Yagci Ergun, S. F., Güzelci, O. Z., & Alaçam, S. (2023). Can AI Function As A New Mode of Sketching: A Teaching Experiment with Freshman. International Journal of Emerging Technologies in Learning (iJET), 18(18), 234–248. https://doi.org/10.3991/ijet.v18i18.42603
30. University of Texas at Austin. (2024, September 12). Architecture students designing with AI. UT News. https://news.utexas.edu/2024/09/12/architecture-students-designing-with-ai/
31. Xu, C., & Huang, Y. (2024). Technological Innovation in Architectural Design Education: Empirical Analysis and Future Directions of Midjourney Intelligent Drawing Software. Buildings, 14(10), 3288. https://doi.org/10.3390/buildings14103288
32. Wilson, H. J., & Daugherty, P. R. (2018). Collaborative intelligence: Humans and AI are joining forces. Harvard Business Review. https://hbr.org/2018/07/collaborative-intelligence-humans-and-ai-are-joining-forces