Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia Camilo Salazar Ferro , Isabel Artega Arredondo, Carolina M. Rodriguez and Daniel H. Nadal Abstract Contemporary architecture teaching in Colombia still resembles the traditional master– apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom-based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co-creation of their socio-spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student-centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios. Keywords participatory design, architectural education, design studio, active learning, student-centred learning, co-creation Introduction The discussion of the importance of active teaching and learning in architectural education has led to experimenting with alternative pedagogies to improve the traditional design studio, including different strategies for participatory design. Generally, these alternatives have demonstrated significant advantages in helping DOI: 10.1111/jade.12280 iJADE (2019) © 2019 NSEAD and John Wiley & Sons Ltd