@techreport{fdcb6d32-a5d3-4329-a383-d06b5ce7193d,
  abstract     = {{This study examines the ateljé system as a studio-based teaching model used in the first two years of architectural education at Lund University between 2012 and 2022. Based on teaching material, student work, course structures, and the author’s experience, it analyses how learning develops through iterative design work, continuous feedback, and interaction between students.<br/><br/>The study shows how continuity over time supports student development and how the relationship between process and result is negotiated in practice. It also identifies key challenges related to progression, coordination, and variation between teaching approaches.<br/><br/>As the ateljé system has recently been replaced by a new structure, the study provides a documented reference point for future evaluation of pedagogical change in architectural education.<br/>}},
  author       = {{Mateo Muñoz, Jesus}},
  institution  = {{Inst f arkitektur och byggd miljö, Lunds Universitet}},
  keywords     = {{Architectural education; Studio pedagogy; Project-based learning; Design studio; Learning by doing; Feedback; Architectural design; Higher education and state}},
  language     = {{eng}},
  month        = {{04}},
  title        = {{The Ateljé Y model : a two-year studio-based pedagogy in early architectural education (Lund University, 2012–2022)}},
  url          = {{https://lup.lub.lu.se/search/files/246863253/The_atelj_Y_model.pdf}},
  year         = {{2026}},
}