Résumé
In the 21st century, the architectural profession faces unprecedented challenges, driven by rapid societal shifts, technological advancements and environmental concerns. To address these challenges, architectural education must evolve, embracing pedagogical approaches that equip students with the necessary interpersonal, social, cognitive, and meta-cognitive skills to thrive in this dynamic landscape. This literature review explores the affirmation of these skills by identifying various "project-based pedagogy" practices in design studios that explicitly reference them in a set of international architectural education experiences (N=28).This review identified a set of skills (N=12) that can be grouped under three "traits" of the "design thinking" theory: interdisciplinary collaboration, empathy, and integrative thinking. It also identified 14 "project-based pedagogy" approaches implemented in these experiences.The findings revealed that certain combinations of pedagogical approaches in the design studio were more effective in developing these skills. On the other hand, the study identified an underestimation of other skills that are considered essential for the evolving practice of architecture, as affirmed by the existing literature on this subject.This study investigates the evolving nature of teaching practices within the design studio framework. It highlights the changing roles, postures, and relational dynamics between the various actors (teachers, students, external stakeholders) within these increasingly collaborative and interdisciplinary learning environments.It, also, provides valuable insights for educators and researchers seeking to adapt pedagogical approaches to the changing multiform demands of the evolving architectural education.