Integrating Computational Design and Space Syntax in Urban Planning and Design Education: A Data-Driven Pedagogical Model

Despite the increasing integration of computational tools in urban planning and design education, the structured application of space syntax as a configuration-based organisational framework within urban design studio peda￾gogy remains underexamined. While computational technologies are widely used for performance simulation and digital modelling, their role in systematically structuring the urban planning and design studio workflow from spatial diagno￾sis to validated design intervention has received limited focused investigation. This study addresses this gap by proposing a data-driven computational peda￾gogical model that embeds space syntax within a sequential and iterative studio framework. The aim is twofold: to formalise a reproducible workflow integrat￾ing computational procedures into studio education and to examine how algo￾rithmic spatial evaluation enhances analytical coherence and evidence-informed decision-making. The research adopts a multi-phase methodology combining axial analysis, visibility graph analysis (VGA), agent-based simulation, and empirical observations (gate count and behavioural mapping), followed by post-intervention recalculation and statistical validation. The findings revealed that the strengthened social logic of space following the intervention demonstrates not only enhanced spatial coherence, but also the successful integration of algorithmic reasoning into the educational process