Generative AI (genAI) is increasingly influencing architectural design practice and is expected to affect, or even transform, the profession, even though its benefits and costs remain unresolved. In response, design schools are increasingly integrating genAI into their curricula. Yet this integration creates a paradox: critical engagement with genAI often requires increased use of the tools in question, despite limited methods for estimating their environmental cost in teaching contexts. In this paper, we argue that HCI offers a useful methodological lens for addressing this tension. We propose three HCI-informed directions for more sustainable genAI integration in architectural education: contextual eco-feedback, participatory stakeholder scoping, and reframing data centres as an interdisciplinary focus. We therefore argue that genAI should be understood not only as a new architectural design tool, but also as a socio-technical process that architectural education, and design education in general, must engage with critically.

翻译：生成式人工智能（genAI）正日益影响建筑设计实践，并有望改变甚至重塑该行业，尽管其收益与成本尚未明确。作为回应，设计院校正越来越多地将genAI纳入课程体系。然而，这种整合产生了一个悖论：对genAI的批判性参与往往需要增加对相关工具的使用，尽管在教学中评估其环境成本的方法仍然有限。本文认为，人机交互（HCI）为解决这一矛盾提供了有益的方法论视角。我们提出了三条基于HCI理念的路径，以促进建筑教育中更可持续的genAI整合：情境化生态反馈、参与式利益相关者界定，以及将数据中心重构为跨学科研究焦点。因此，我们认为genAI不仅应被视为一种新的建筑设计工具，更应被理解为一个社会技术过程，建筑教育乃至整个设计教育都必须以批判性态度与之互动。