Abstract
Abstract
In the context of first and second digital paradigm shifts, this paper explores the potential of architectural drawing in contemporary architectural education. Through examining historical sources, defining methods for their analytical reading and conducting a case study, this paper identifies that architectural drawing is both an analytical and a critical tool for conceptual exploration. The study focuses on architectural education within the design studio course as the primary domain where the research potential of drawing is most evident. Through the critical analysis of selected student projects nominated for the RIBA President's Medals Student Awards (2011–2024) from the University of Belgrade, Faculty of Architecture, the research reveals the evolving role of drawing as a medium for architectural expression, experimentation and critique. It underscores the ambivalence of architectural drawing as both a means of precise technical representation and a speculative tool for conceptual inquiry. Architectural drawings are categorised into distinct typologies, with bricolage emerging as a dominant type due to its capacity to integrate various scales, concepts, tools and narratives. Research results demonstrate how drawings serve both creative and developmental functions—allowing for open‐ended interpretations, problematising architectural discourse and facilitating interdisciplinary thinking. The conducted case study highlights how drawing methodologies influence the trajectory of architectural thinking, reaffirming the significance of drawing as a research medium in 21st century architectural education.