Heuristic Framework for Heritage and Reuse Education:: Evaluating Erasmus+ BIP Studios in Valencia and Istanbul

Abstract

Architectural education today faces a critical imperative: to transform its traditional product-centric paradigm into a model that cultivates systems-thinkers capable of addressing the climate crisis and socio-cultural fragmentation. This paper proposes heuristic pedagogy as a transformative framework for architectural education, emphasising its capacity to promote collective responsibility, adaptive learning, and context-sensitive design. The argument is grounded in the experiential learning outcomes of two Blended Intensive Programmes (BIP) conducted in 2023: “Interventions on Contemporary Architectural Heritage” in Valencia and “Sustainable Cities and Communities” in Istanbul. The study analyses how discovery-driven heuristic methods (DDHM) - grounded in problem-based learning and iterative design cycles - can empower participants to navigate the complexities of heritage and reuse. In Valencia, participants re-envisioned a modernist complex as a porous civic hub that integrates infrastructure, community, and environmental responsiveness. In Istanbul, heritage sites were reimagined through multi-stakeholder perspectives, balancing tourism dynamics with local identity at an urban infrastructural scale. Through a structured methodological approach that encompasses virtual sessions, site visits, and participatory observation, both programs demonstrate the efficacy of DDHM practices, such as rapid prototyping, collaborative stakeholder workshops, and immersive observation, enabling context-sensitive, solution-based architectural proposals aimed at socio-ecological literacy. Analysis of the case studies reveals a duality in scale and approach, with Valencia focusing on localised heritage intervention and Istanbul on systemic urban reintegration. The findings highlight the significant value of heuristic methods, demonstrating their transferability and scalability in mediating complex urban challenges. The article concludes by calling for schools of architecture to evolve into laboratories of co-creation, embedding heuristic pedagogy as a core competence for the future of the discipline, and repositioning heritage as a living narrative that serves as a catalyst for resilient practitioners.