The design studio forms the core of architectural education, serving as a primary platform for integrating creativity, technical knowledge, and critical thinking. Unlike other courses, the architectural design studio adopts a unique problem-solving approach and is widely regarded as the foundation of the curriculum. It plays a vital role in developing students’ skills, sensibilities, and design thinking abilities while fostering creativity and innovation.

In the context of evolving educational reforms under the National Education Policy (NEP) 2020, there is a growing need to shift from conventional, instructor-led studio models toward more student-centered and inquiry-driven approaches. This study explores the Exploratory Design Studio Model as an innovative pedagogical method aimed at enhancing learning outcomes and bridging the gap between academic training and professional practice.

The research is based on an experimental studio conducted with third-semester students at Dr. D. Y. Patil College of Architecture, Akurdi, Pune, India, focusing on the design of a primary school. The studio emphasized exploration, user engagement, and iterative design processes. To evaluate its effectiveness, a mixed-method approach was adopted, including questionnaires, structured interviews with students and faculty, and analysis of design outcomes.

The findings highlight that the exploratory approach significantly improves students’ critical thinking, creativity, and problem-solving abilities, while also enhancing their understanding of real-world design challenges. The study concludes that integrating exploratory pedagogies within design studios aligns with the objectives of NEP 2020 and contributes to improving the employability and professional readiness of architecture graduates.