Studentís centred learning (SCL) has become a popular approach in todayís higher learning education. It involves a collaborative synergy where teachers see the benefits to students, regarding increased enthusiasm, participation, and better preparation in the class project. Despite its popularity, there is no review paper discussing the type of SCL that has been implemented in the design studio teaching. This review was motivated by the belief that design studio in an immense pedagogy that needs to innovate the way it is taught in the classroom. Therefore, the goal of this systematic review is to synthesize literature from 2010 to 2019 on the SCL approach practices in the design studio using ATLAS.ti 8. A keyword search, followed by a filter using inclusion criteria from SCOPUS, Science Direct and Mendeley databases, identified 42 peer-reviewed journal articles. However, after the inclusion and exclusion process, only 23 articles were used as the final articles to be reviewed. A thematic review of these 23 articles identified 17 initial codes characterizing SCL in the design studio, grouped in 5 clusters: cooperative learning, inquiry-based learning, project-based learning, problem-based learning and technology-based learning. The results benefit the future study on SCL for architectural studio and can be a guideline for design studio educators in the 21st-century studio teaching.
SCL, architecture education, studio teaching, ATLAS.ti 8, thematic review