An Empirical Study of Multi-Objective Problem-Based Learning in Landscape Architectural Design Education

As technology in analysis and simulation rapidly evolves, landscape architecture design and education must adapt to remain relevant. There is an increasing emphasis on multidisciplinary education approaches within certain fields, and this is also significant in landscape design practice. This study introduces a method for integrating digital techniques into landscape architecture education to support multidisciplinary collaboration. The group constellation in design studios are adjusted according to the various stages of the course, and this method has been tested in a collaborative design environment. The findings indicate that incorporating multidisciplinary digital techniques into landscape design education is both feasible and valuable. Data and digital analysis and simulation are basic components in the method, and on-site survey has indispensable effect to work together with data. The teaching effect of concrete experience and active experimentation is better than reflective observation and abstract conceptualization. Furthermore, the combination of individual design processes within a single discipline and collaborative efforts to achieve multidisciplinary outcomes yielded positive teaching results.