Contemporary higher education prioritizes cultivating students’ key competencies and comprehensive problem-solving abilities, specifically fostering innovation, goal orientation, and initiative. This study investigates a pedagogical framework that synergizes Research-Led Learning (RLL) and Project-Based Learning (PBL) to establish an open, exploratory learning environment. Employing a case study methodology, the research tracked architecture students engaging in a structured PBL process involving rigorous research activities—ranging from theoretical analysis to field investigations—to develop evidence-based design solutions. Evaluations from both student and faculty perspectives assessed the pedagogical effectiveness regarding learning outcomes and competency development. The findings indicate that this methodology effectively bridges the gap between research and practice, significantly bolstering students’ capacity to address authentic challenges and propelling self-directed learning in architectural education.
- Open Access
- Article
Research-Led and Project-Based Learning: A Case Study on Self-Directed Pedagogical Approach for Modern Higher Architecture Education
- Fangde Ren 1,2,
- Qichao Ban 3,4,5,
- Huifei Deng 6,
- Kai Wu 7,*
Author Information
Received: 08 Sep 2025 | Revised: 05 Nov 2025 | Accepted: 22 Nov 2025 | Published: 31 Dec 2025
Abstract
Keywords
research-led learning (RLL) | project-based learning (PBL) | self-directed learning | pedagogical approach | modern higher architectural education | marine building
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