Article:

Starting with the first founded university, higher education has been evolvingcontinuously, yet the pace of this evolution is not as fast as the changes that weobserve in practice. Today, this discrepancy is not only limited to the content ofthe curricula but also the expected skills and competencies. It is evident that21st-century skills and competencies should be much different than the onesdelivered in the 20th-century due to rapidly developing and spreading new designand information technologies. Each and every discipline has been in continuoussearch of the ``right'' way of formalization of education both content and skillwise. This paper focuses on architectural design education incorporatingdiscussions on the role of STEAM (Science Technology, Engineering, Art andMathematics). The study presents the outcomes of the ArchiSTEAM project,which is funded by EU Erasmus+ Programme, with the aim of re-positioningSTEAM in architectural design education by contemplating 21st-century skills(a.k.a. survival skills) of architects. Three educational modules together with theandragogic approaches, learning objectives, contents, learning/teachingactivities and assessment methods determined with respect to the skill sets definedfor 21st-century architects