Fatma Kurum VarolgunesSuleyman IpekSedat Aras2025-10-0620250957-75721573-180410.1007/s10798-024-09953-yhttp://dx.doi.org/10.1007/s10798-024-09953-yhttps://gcris.yasar.edu.tr/handle/123456789/6619Architectural design pedagogy is indeed complex. At the early stages basic design principles should be addressed and the design process should be taught with its multidisciplinary variables to enable each student to develop an individual approach. In this regard the objective of this study is to propose strategies for enhancing students' learning and production abilities within the context of architectural education. The present study also considers the interactions and learning processes of students in design studios. The study has yielded hypotheses that underscore the necessity for the incorporation of novel and dynamic learning elements to facilitate and reinforce this process alongside the significance of interactions between all these elements. In this context the educational processes and components of architectural design studios were initially examined and processes and components supporting student development were subsequently identified. In order to provide support for the identified hypotheses a pentagon model was created and relationship network diagrams and DEMATEL analyses were conducted. Furthermore the model was evaluated through a case study conducted with first-year students enrolled in the architectural design course during the fall term of 2022-2023 at the Department of Architecture of Bing & ouml,l University. A significant outcome of this study is the provision of a guide for researchers and studio instructors in architectural education which details the progression of design studios. Testing the proposed model in various studios and educational settings will contribute to the development of the identified hypotheses and the created model.EnglishArchitectural design process, DEMATEL, Learner types, Learning styles, Pentagon modelSTYLES, PERSPECTIVE, RETHINKING, KNOWLEDGE, EDUCATION, MODELArticle