The Role of Generative AI in Architecture Education from Students’ Perspectives—A Cross-Sectional Descriptive and Correlational Study

Wafa Labib, Amal Abdelsattar (), Eman Abowardah, Marwa Abdelalim and Hatem Mahmoud
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Wafa Labib: Architecture Department, Prince Sultan University, Riyadh 11586, Saudi Arabia
Amal Abdelsattar: Architecture Department, Prince Sultan University, Riyadh 11586, Saudi Arabia
Eman Abowardah: Architecture Department, Prince Sultan University, Riyadh 11586, Saudi Arabia
Marwa Abdelalim: Architecture Department, Prince Sultan University, Riyadh 11586, Saudi Arabia
Hatem Mahmoud: Sustainable Architecture Program, Egypt Japan University of Science and Technology, Alexandria 21934, Egypt

Sustainability, 2025, vol. 17, issue 22, 1-34

Abstract: Architecture students have a limited understanding of technology’s pedagogical benefits, which creates a gap between the potential of technology-enhanced learning and its actual implementation. A promising solution to this underlying problem would be the integration of GAI in architecture education. The purpose of this study is to explore the role of GAI in architecture education from students’ perspectives. A self-developed questionnaire was employed to collect data from 239 architecture students from three universities in Saudi Arabia and Egypt. Frequency distribution and structural equation modeling (SEM) were employed for data analysis. The study found a low level of awareness and moderate level of perception toward GAI. Integrating GAI into architecture education through knowledge and ethical awareness enhances students’ general skills competency and architecture and design expertise. Students who perceive GAI as beneficial enhance their general skills competency, while those who perceive GAI as challenging undermine their architecture and design expertise. The study also reported that students who intend to integrate GAI in architecture education have high ethical awareness toward GAI and possess a positive perception about GAI while inclining toward its benefits. Students should gain a better understanding of GAI tools and the ways to use them in architecture education in order to improve their general and field-specific skills proficiency. Educators must work with students to enhance their knowledge about GAI and the perception of its benefits and challenges, so that a focused skills development can transform students’ basic competencies to advanced architecture and design expertise.

Keywords: generative artificial intelligence; architecture; education; students; employability skills; behavioral intention; knowledge; perceived benefits; perceived challenges; ethical awareness (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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