The relationship between professor and student – teacher and learner – in project-based teaching, due to its experimental, immersive, and interactive nature, takes on entirely unique forms. How are these connections structured today? Close observation of specific experiences has revealed shared values and principles or, conversely, recurring challenges and critical issues. By investigating conditions of certain pedagogical environments and the relationships established within them, various didactic models have been explored – prioritizing the students' perspective – by framing the specificities and peculiarities of the relationships mediated by the practice of learning and teaching architectural design.

The relationship between professor and student – teacher and learner – in project-based teaching, due to its experimental, immersive, and interactive nature, takes on entirely unique forms. How are these connections structured today? Close observation of specific experiences has revealed shared values and principles or, conversely, recurring challenges and critical issues. By investigating conditions of certain pedagogical environments and the relationships established within them, various didactic models have been explored – prioritizing the students' perspective – by framing the specificities and peculiarities of the relationships mediated by the practice of learning and teaching architectural design.