The "Gen-AI-tecture" project embeds a locally executed, discipline-specific tool into a mixed-methods focus-group design, structured around three research objectives: (a) to evaluate how generative AI tools impact students' creativity in design-thinking processes and outcomes, (b) to assess whether these tools enhance inclusivity in learning processes, and (c) to examine how they develop students' AI-handling skills with a view to boosting future employability. Findings indicate enhanced creative fluency, broadened participation across diverse learner profiles, and strengthened confidence in AI-supported design processes. The study contributes evidence-based guidance for integrating generative-AI workflows into architectural pedagogy, demonstrating how such tools can operationalise constructivist principles of learner-led meaning-making, support connectivist understandings of learning as participation in human-AI networks, and advance universal learning theories by promoting more inclusive, flexible and accessible educational practices for contemporary learners.

翻译：“Gen-AI-tecture”项目将一种本地执行的、学科专用工具嵌入混合方法焦点小组设计中，围绕三个研究目标展开：（a）评估生成式人工智能工具如何影响学生在设计思维过程中的创造力及其成果；（b）评估这些工具是否提升了学习过程中的包容性；（c）考察它们如何发展学生的人工智能处理技能，以期提升未来就业能力。研究结果表明，该项目增强了创造性流畅度，扩大了不同学习者群体的参与度，并强化了在人工智能辅助设计过程中的信心。本研究为将生成式人工智能工作流程融入建筑教学法提供了基于证据的指导，展示了此类工具如何将建构主义中学习者主导意义建构的原则付诸实践，支持将学习视为人机网络参与的学习连接主义理解，并通过为当代学习者推广更具包容性、灵活性和可及性的教育实践，推动通用学习理论的发展。