Abstract
This study addresses the growing need to reform architectural-education methods in response to rapid technological advancements and evolving professional demands. This study investigates the integration of flipped-classrooms, students-staff contracts, and active learning strategies to enhance self-learning and employability-skills among architecture students. A mixed-methods pedagogical experiment was implemented across seven architectural courses in two universities, involving 138 students over five academic semesters. The study introduced a Students-Staff Contract model emphasizing student involvement in course design, topic selection, assessment planning, and classroom engagement. Flipped classrooms were central, with students presenting assigned topics followed by class discussions, quizzes, and instructor-led lectures. Surveys were distributed to assess student satisfaction and perceived effectiveness. Results revealed high student satisfaction with the collaborative teaching approach and increased engagement with course content. Participants reported improved self-learning, teamwork, critical thinking, and readiness for professional practice. High student intention to recommend the courses further underscored the success of the applied methods. This study presents a scalable educational model that merges flipped learning with participatory governance through Students-Staff Contracts. It fosters a learner-centered environment that develops essential 21st-century skills, offering valuable insights for curriculum designers and academic institutions aiming to modernize architectural education. The study’s limitations include its context-specific implementation, relatively short evaluation period, and focus on a select group of architectural courses. Future research is required to assess the long-term impact of this model on student performance and professional development.