Abstract:

Introduction:
This study examines the role of iterative processes in architecture and urban planning education, with particular attention to how top-down instructional strategies and peer collaboration intersect in design studios at the University of Architecture and Urban Planning in Cluj-Napoca. The research investigates how these pedagogical approaches influence student learning, creativity, and design outcomes across different educational stages, from first-year to third-year students.

Methods:
Qualitative data were collected through interviews and observational research in first- and third-year design studios. The study focused on faculty experiences with balancing structured, top-down teaching methods and collaborative, peer-driven iterations within the studio environment. The research also explored the challenges and benefits of these approaches in fostering student engagement, critical thinking, and problem-solving skills.

Results:
The findings suggest that integrating iterative design processes with a combination of top-down guidance and peer collaboration significantly enhances student learning. This integration helps to nurture critical thinking, creative problem-solving, and design quality. Differences between first-year and third-year students were observed, with more advanced students demonstrating greater autonomy and confidence in their iterative work. However, challenges in balancing instructor authority with the collaborative nature of peer interactions were also identified.

Discussion:
The study highlights the importance of balancing directive teaching with opportunities for peer collaboration to foster both technical skill development and creative exploration. It calls for pedagogical strategies that adapt to students' evolving needs as they progress through their architectural education. The paper concludes with recommendations for design studio teaching that incorporate both structured guidance and collaborative processes to optimize student learning outcomes at different stages of their academic development.

Keywords:

Iterative processes, architecture education, urban planning education, design studio, top-down methods, peer collaboration, pedagogy, student engagement, critical thinking, higher education, Cluj-Napoca.