EAAE Joint Publishings

Introductions

Patrick Flynn — 2025-12-18

The EAAE together with ACE launched the inaugural Pedagogy Awards in 2024. The aim of the awards is to promote excellence and innovation in teaching and to share good practice amongst teaching staff. The awards were open to any staff who are engaged in teaching on an architecture programme in Europe and whose school has membership of EAAE or associated membership of the EAAE in the current academic year.

The EAAE Pedagogy awards are assessed using the Associations Principles & Practices of Architectural Education.¹We believe that Architectural Education will flourish when students are supported on a learning journey via experimentation and co creation of knowledge with a strong connection to practice. The awards are a celebration of pedagogy where students were taught to develop critical judgement and a teaching that fosters creativity and curiosity.

Call and Contents

EAAE & ACE — 2025-12-18

The EAAE together with ACE invite applications for the Pedagogy Awards 2024. The Awards are open to any staff who are engaged in teaching on an architecture programme in Europe and whose school has membership of EAAE or associated membership of the EAAE in the current academic year. The aim of the awards is to promote excellence and innovation in teaching and to share good practice amongst teaching staff.

Winner - ReUse

Hani Buri — 2025-12-18

The REUSE seminars of the Master’s program take place in a unique setting in Switzerland— the PopUp workshop, jointly created by HEIA-FR and EPFL in 2014. The PopUp serves as both a pedagogical tool and a prototyping space, encouraging new ways of thinking about construction through raw materials. Students engage in full-scale experimentation with real components, fostering creativity beyond conventional frameworks and equipping them to address environmental and social change by rethinking the production of the built environment.

Finalist 1 - The Great Game

Valeria Federighi — 2025-12-18

The Great Game is a pedagogical experiment carried out in the Laboratory of Architectural Design Theory, taught in the third year of the Bachelor in Architecture at Politecnico di Torino. The primary objective is to prepare students to see architectural design as a social and political tool, and their competence as architects as an open field of practice, where gaining agency within complex socio-political exchanges is as important as coordinating technically sound designs.

Finalist 2 - Sustainable Architecture

Camillo Boano — 2025-12-18

Rather than seeking to “solve” climate collapse through form and function, the studio encourages students to stay with the trouble and imagine future forms of inhabitation through “otherwises” to capital and carbon logics. These “otherwises” emerge from the present’s contested conditions, not hypothetical pacified futures. Student projects are thus spatial investigations forming an atlas of contested geographies, where precarious forms of life arise through frictions.

Finalist 3 - Global Perspectives

Peggy Winkels — 2025-12-18

Building on ten years of experience with joint design studios in the Global South (i.e. in Tanzania, Vietnam and South Africa), the Faculty of Architecture and Arts of Hasselt University (UH) in Belgium and the Faculty of Informatics and Design of Cape Peninsula University of Technology (CPUT) in South Africa are finalising their third, fully reciprocal design studio ‘Global Perspectives’ in June 2024.

Finalist 4 - Participatory Design of Space

Kristina Careva — 2025-12-18

In today’s world, the built environment is increasingly understood not only through its environmental and economic impacts, but also through its social dimension. This shifts the role of the architect beyond that of a creative and technical expert to include responsibilities as a socially sensitive actor. Such a role demands new competencies, including interdisciplinary collaboration, inclusive planning, and participatory methods.

Submissions

EAAE member schools — 2025-12-18

Out of 23 entries from across the Schools in Europe, there were 5 finalists with one winner selected out of the five. The standard of all the entries was very high. The work ranged from small scale-built projects that focused on students understanding of construction and materials, to larger scale collaborative community work which sought to engage the student with real world issues and inter disciplinary projects to broaden the range of skills. This collection brings together the remaining 18 submissions.