Rezumat/Abstract. Architecture student workload has been a key issue since the formalization of architectural education. The nature of the architectural discipline, with design at its core, makes it demanding in terms of time and mental and physical effort. This results in perceptions of a heavy workload, which may affect student learning quality and well-being. Previous research has linked heavy workload to increased stress, surface learning, and unethical conduct. This paper investigates student workload in architectural education, in terms of quantity and quality, to identify opportunities for workload moderation and optimization. It provides an exploratory quantitative estimation of workload through short online questionnaires that compare student and faculty perspectives. It also explores key factors influencing workload perception through in-depth interviews with architecture students and professors in Egypt. The quantitative analysis reveals a discrepancy between the number of study hours reported by students and assumed by faculty, although both agree on the high workload. Students highlighted several issues that affect their workload experience, including the amount of workload, scheduling issues, course content, and teaching methods. Professors validated many of these issues, proposing implementable solutions for some and recommending further investigation into others. They also emphasized student responsibilities, including time management, commitment, and self-discipline.

Cuvinte cheie/Key words: architectural education, student workload, higher education, workload perception, workload factors

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