Demiröz, M.Cinar, S.2026-02-052026-02-05202597894912071369789491207105978949120712997809541183969789491207358978949120705197809541183729789491207235978949120738997894912072282684-18432-s2.0-105026171254https://hdl.handle.net/20.500.14411/11159Bentley Advancing Infrastructure; POLARKON; TUBITAKThis study explores AI-assisted design methodologies in architectural education through a pedagogical experiment conducted during the 2024-2025 Fall Semester in a third-year architectural design studio. Titled “Contemporary Interventions in Historic Contexts,” the workshop focused on using AI tools to engage with historical continuity and create contemporary architectural interventions. Set in Amasya, Türkiye—a city rich in architectural heritage—the studio examined the role of text-to-image and image-to-image AI tools in conceptual development, spatial representation, and iterative design. The research positions AI within architectural heritage discourse and design pedagogy, analyzing its role in facilitating design inquiry, engagement with historical context, and conceptual clarity. Findings show that, when integrated into iterative design, AI enhances students’ ability to critically engage with historical contexts, explore novel spatial configurations, and develop innovative architectural responses. Rather than merely serving as a visualization tool, AI is framed as an active collaborator in the creative process, supporting architectural thinking while preserving human-centered design. The study uses a qualitative methodology, combining case study analysis and student work evaluation, including AI-generated images, sketches, models, and final proposals. © 2025, Education and research in Computer Aided Architectural Design in Europe. All rights reserved.eninfo:eu-repo/semantics/closedAccessAI-Assisted DesignArchitectural PedagogyDesign StudioHistorical ContextIterative Design ProcessConference Object