Reviewing Architectural Design Education (ADE) in India
Curriculum Analysis and a Proposed Competency Assessment Framework
DOI:
https://doi.org/10.7160/eriesj.2026.190201Keywords:
Architecture Design education, Curriculum alignment, regulatory bodies,, comparative analysis, competency assessment framework, KSAAbstract
Architectural Design Education (ADE) in India has changed little over the past two decades and still relies on an outdated curriculum. As a result, students and graduates may be underprepared for real-world professional challenges. Previous research from Europe, the USA, India, Australia, and South Asia shows considerable variation in ADE curricula, which generally fall into two areas: art and design, and technical practice.
This study examines the curricular focus of Indian and international universities, compares frameworks developed by Indian regulatory bodies such as COA and AICTE with those of NAAB, RIBA, and AIA, and evaluates how closely Indian university curricula align with these standards. By comparing five leading architecture schools in India with four international institutions, the study identifies both shared features and major differences.
The findings show that Indian ADE emphasises foundational theory and design skills but pays less attention to emerging technologies and practical experience than international programs do. The study also reveals gaps between COA standards and their implementation. In response, it proposes a competency assessment framework to support curriculum standardisation, improve assessment efficiency, and promote consistency and accountability.
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