Ozeren, Edibe BegumDinc Kalayci, Pinar2025-12-242025-12-2420251346-75811347-2852https://doi.org/10.1080/13467581.2025.2584642https://hdl.handle.net/123456789/12726This study examines the experiences of students in architectural design studios through a phenomenological approach. Focus group interviews were conducted with eight students from the Department of Architecture at a state university in T & uuml;rkiye using phenomenological research methods. Data were evaluated qualitatively through phenomenological analysis. The analysis identified five main themes: Embodied Design Thinking, Personal and Emotional Learning Journeys, Adaptive and Collaborative Design Practices, Spatial and Relational Studio Dynamics, Representational Mastery and Feedback Integration. The study reveals that architectural design studios employ a process-oriented educational approach and incorporate a variety of experiential learning methods. This study explores the boundaries of architectural design studios from a phenomenological perspective, revealing their fundamental dynamics, activities, and limitations. The impact of different studios and studio topics on learning experiences is examined. It is understood that each studio carries a unique meaning and offers students distinct individual experiences. The study's results offer a new perspective on understanding learning processes in architectural design studios. Therefore, it makes a significant contribution to the existing literature. This research serves as a comprehensive guide for actors in architectural design studios and emphasizes the relationship between personal experiences and theoretical approaches in architectural education.eninfo:eu-repo/semantics/openAccessArchitectural Design StudioArchitectural EducationPhenomenological ApproachStudio EducationQualitative Data AnalysisArticle10.1080/13467581.2025.25846422-s2.0-105022102853