Theresa Zschäbitz, Yohann Hubert, Laurens Bekemans

Current architectural practice faces critical challenges in responding to environmental and social transformations. This essay

explores an emergent regenerative design paradigm that transcends traditional boundaries between theoretical and practical

approaches. By examining innovative pedagogical models, particularly those developed by BC architects & studies & materials, the

text argues for a holistic educational approach that integrates material exploration, situated learning, and ecological consciousness.

The research highlights how architectural education can be reimagined as a dynamic, interdisciplinary practice that responds to

resource constraints, climate challenges, and the need for sustainable design methodologies. Through experiential learning

strategies that emphasize direct engagement with materials, local contexts, and collaborative processes, architects can develop a

more responsive and adaptive approach to design education.

Links paper:

https://publications.rwth-aachen.de/record/1010424/files/1010424.pdf

Link conference:

https://publications.rwth-aachen.de/record/1010422/files/1010422.pdf?version=1