Abstract:

Introduction:
Artificial intelligence (AI) serves a pivotal role as a learning tool, prompting a significant challenge in adapting higher education environments to effectively incorporate AI tools. The convergence of educators, students, and learning facilities highlights the critical interplay between the capacity to engage with AI and the physical space facilitating interaction and application of AI skills. In the realm of architecture education, aligning skills with state-of-the-art AI tools introduces a distinct challenge, necessitating a vision for the future of architecture education that resonates with the preferences of the new generation of students and accommodates the evolving nature of the architectural profession in the age of AI.

Methodology:
This paper investigates the potential for creating an environment conducive to the alignment of students' digital skills with technological facilities, a prerequisite for the effective implementation of AI learning environments in architecture education. The inquiry unfolds through a dual approach: firstly, through the examination of case studies showcasing innovative architecture learning environments, and secondly, through a self-assessment conducted at the Faculty of Architecture and Urban Planning in Cluj-Napoca. The primary objective is to identify the existing gap between the learning capacities and the facilities of the faculty, essential for optimizing the learning process and contributing to the overall development of the educational environment.

Results:
The investigation encompasses a comprehensive analysis, including an evaluation of curricula in terms of learning programs and taught disciplines. The level of equipment in the digital fabrication laboratory is scrutinized, providing insights into its adequacy for AI-related activities. Additionally, collaboration opportunities with other faculties within the Technical University, particularly in interdisciplinary projects, are explored. Facilities in other learning environments are evaluated, and the study scrutinizes the teaching of AI and digital fabrication. Furthermore, a focus on state-of-the-art technologies is integral, considering their potential to enhance interaction and professional skills in AI and digital fabrication.

Conclusions:
The findings of this study shed light on the crucial nexus between students' digital skills and technological facilities in the context of AI integration in architecture education. Identifying the distance between learning capacities and existing facilities is paramount for envisioning an architecture education that resonates with the demands of the AI era. The insights gleaned from the investigation contribute not only to the optimization of the educational environment at the Faculty of Architecture and Urban Planning but also offer valuable considerations for institutions seeking to adapt and enhance their architecture education programs to meet the challenges and opportunities presented by AI. The study underscores the importance of proactive measures to bridge the gap between theoretical knowledge and practical application, fostering a dynamic and future-oriented architectural education landscape.

Keywords:

Artificial intelligence, digital skills, technological infrastructure.