Pedagogy as Creative Practice in Architecture: Inspiration and Resistance During Change

Architectural education in the United Kingdom performs a difficult balancing act: meeting the requirements of professional accreditation bodies and preparing students for practice, while also offering a meaningful education for those who do not intend to become architects.Increasingly, professional pressures frame architectural education as training rather than as an exploratory, experimental process - one that equips students to face unpredictable future challenges in the profession and beyond. In response, many educators develop a hidden curriculum: an implicit set of values, methods, and priorities that sit alongside formal learning outcomes.This hidden curriculum tends to privilege curiosity, criticality, and open-ended inquiry, often through interdisciplinary and art-based approaches.Working in the gaps between what can be specified and what must be discovered, they complicate the “university-to-practice conveyor belt” narrative and widen what architectural education can be. This