Calibrated Design Thinking - between Randomness & Structured Approaches in Architectural Design Pedagogy

Education has been the backbone of society for millennia. It improves, liberates, and strengthens society's character. Architectural pedagogy is complicated, and it necessitates bringing forth the learners' subjectivity of thought. A good pedagogy methodology will aid in the creation of a collaborative classroom environment and a friendly relationship between the educator and the student. This study explores the preferences of architectural design students in carrying out the process of design creation in various random and controlled alternatives or commonly called the black box and glass box way of thinking. With the help of digital-based applications and tools and enabling additional artificial intelligence implemented in creating a work both randomly and controlled. The research is qualitative methods. The population is several students who take part in the final assignment of the Architecture study program who have completed the final project and can summarize the stages of the creative process that have taken place. The results showed that random and random processes that alternate with systematic and controlled thought processes can have their own space and play a complementary role in design. Most students will explore randomness and be able to use it to produce an excellent design. Overall, students have a particular preference for more structured solutions. The study found that the spontaneous, unstructured ability of what is often called the Blackbox method is precisely what is needed and plays an important role in the design needed to solve problems in the field