Developing And Enhancing Technological Proficiency For University Students: Opportunities And Challenges

Abstract

Architectural education in India is guided and regulated by various institutions & policy frameworks. The overall quality of education in India in context of curriculum, pedagogical approaches, assessment methods and incorporation of contemporary technological advancements have always been dependent on various policies and frameworks set by different government institutions from time to time. The authors aim to explore the key reforms introduced by the New Education Policy 2020, COA Minimum Standards of Architectural Education, AICTE and Haryana Education Policy encompassing changes in curriculum design, assessment methods, teacher education, and governance structure in general and specifically in the context to architecture education through critical analysis & review of secondary literature. The study underscores a ‘paradigm shift’ in the education system and calls for reforms with relation to critical thinking, integration, enquiry-driven approach and becoming more experiential. The education policies also stress upon innovative and new teaching-learning methods to be developed for the new-age learning. These shifts shall be driven by a renewed focus on empowering faculty and fostering dynamic and alternate pedagogical practices to enhance and appropriate the experience of learning architecture.