This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education. It is a qualitative study, conducted through semi-structured interviews with 44 students in 10 architecture schools in Pakistan. Interviews explored students’ habitus as well as their learning approaches, later explored through the framework developed in the study. Interviews are transcribed and coded using Nvivo 12. A detailed analysis explores the connection between habitus and learning approaches and finds out that habitus plays a major role in determining the way students approach learning in Architecture, with most cultivated habitus students showing a deep learning approach.

中文翻译：

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建筑教育中的学习方法和学生习惯的作用：巴基斯坦案例研究

本研究旨在探讨社会教养对建筑学习的影响。“习惯”理论有助于理解学生的性格倾向如何影响他们在建筑教育“领域”中的学习方式。文献中的学习方法和知识代码的概念被用来开发一个有助于探索建筑教育领域的研究框架。这是一项定性研究，通过对巴基斯坦 10 所建筑学校的 44 名学生进行半结构化访谈进行。访谈探讨了学生的习惯以及他们的学习方法，随后通过研究中开发的框架进行了探索。采访内容使用 Nvivo 12 进行转录和编码。