Constructive thinking is fundamental to architectural education, enabling students to merge creativity with technical understanding. This essential skill allows future architects to conceptualize designs that are not only aesthetically innovative but also technically feasible and responsive to real-world constraints. By focusing on construction systems, typologies, and technologies, constructive thinking lays the groundwork for problem-solving, decision-making, and interdisciplinary collaboration. Integrating Problem-Based Learning (PBL) in architectural curricula has emerged as an effective strategy to cultivate this competency, offering students hands-on experiences and fostering their ability to tackle complex design challenges. The methods used in this study focus on problem-based learning as a pedagogical strategy to foster constructive thinking. Tasks and workshops were designed to simulate real-world construction challenges, encouraging students to analyse and creatively apply construction principles in their designs. Emphasis was placed on hands-on activities, such as model-making and prototyping, to reinforce theoretical knowledge and encourage experimentation. A mixed-methods approach, combining observations, analysis of design outputs, and student feedback, was used to evaluate the effectiveness of this approach. The findings of our research reveal that focusing on constructive thinking through PBL enhances students’ ability to understand and apply construction systems within architectural design. Students developed skills in analysing material behaviour, structural logic, and assembly techniques, demonstrating a capacity to integrate these elements into innovative yet feasible solutions. Hands-on activities deepened their comprehension of technical principles, while collaborative exercises promoted critical discussions and knowledge-sharing. Feedback highlighted a greater appreciation for the interdependence of design and construction and increased confidence in addressing real-world challenges. The discussion around constructive thinking reveals its vital role in bridging the gap between architectural creativity and practical implementation. Encouraging students to engage with construction systems early in their education cultivates a design mindset that is both innovative and grounded in technical realities. International best practices in architectural education highlight the significance of PBL, hands-on experimentation, and interdisciplinary learning in fostering this competency. While challenges include balancing time for theoretical instruction and practical exercises, the benefits—improved critical thinking, technical aptitude, and creative problem-solving—justify these efforts. In conclusion, developing constructive thinking in architecture students is crucial for preparing them to design responsibly and innovate effectively in professional practice. By prioritizing this skill, architectural education equips students with the tools to navigate the complexities of contemporary design and construction. Expanding opportunities for experiential learning, integrating sustainability principles, and leveraging advanced digital tools can further enhance this approach. Future research should explore methods to deepen constructive thinking, ensuring that architecture graduates are ready to respond to evolving industry demands.

Keywords: Architectural education, constructive thinking, constructive creativity, problem-based learning, technical competency in architecture.