Criteria for the incorporation of software in architectural education

Luz Angélica Mondragón-del-Ángel, Alexandro Escudero-Nahón, Sandra Luz Canchola-Magdaleno


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The integration of technology has been a constant fact in various areas of architecture. Currently there are innovative tools to be used both in the architectural design process and in professional practice, so its incorporation in architectural education is necessary for the preparation of future professionals. However, the incorporation of technology in architectural education is a process that involves various factors, so this article aimed to analyze the technologies and software that have been incorporated into architectural education to establish criteria in this regard, in addition to identifying the pedagogical approaches used for their incorporation. A systematic review was carried out through three online scientific databases and a quantitative-qualitative analysis was performed. The results suggest that the most incorporated technology and software are Virtual Reality and Rhinoceros respectively. The main reason for integrating a certain technology or software is the need to encourage the adaptation of these to the current demands of the area. Four main criteria used for the incorporations were identified: selection of learning resources, learning design, implementation and degree of success and evaluation. In terms of pedagogical approaches, the constructivist approach was found to be the most used. The incorporation positively influence the teaching-learning process in architecture education, however, there are limitations to their complete satisfaction, so studies on the subject are necessary, especially in specific contexts.


Palabras clave

architectural education, software, technology; incorporation; criteria; pedagogical approaches


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