Streng­the­ning col­la­bo­ra­tion and com­mu­ni­ca­tion to ad­vance ar­chi­tec­tu­ral edu­ca­tion

En français : Renforcer la collaboration pour faire avancer l'innovation : entretien avec Roberto Cavallo

Appointed a month ago as president of the European Association for Architectural Education (EAAE), the head of the Theory, Territories, and Transitions Section at the Department of Architecture, Faculty of Architecture & the Built Environment, Delft University of Technology (TUD), Roberto Cavallo, is committed to strengthening the connection between theory and practice in architectural education. In a context of rapid transformations in the built environment and shifting societal needs, he advocates for a pedagogy that goes beyond the transmission of academic knowledge and encourages genuine experimentation and interdisciplinary collaboration. For him, it is essential that architects take on diverse roles to navigate an increasingly complex professional environment, and this must be reflected in their training. As such, he believes that architectural education in Europe must evolve to equip students with critical and practical skills necessary to address global challenges such as climate change, rapid urbanization, and the rise of digital technologies. He also sees the interaction between design and thought as an opportunity to achieve this collective goal.

In this three-question interview, Roberto Cavallo shares his perspectives on the future of architectural education and how the EAAE can contribute to shaping it.

You were recently appointed president of the EAAE. What are your main goals and how would you like to strengthen architectural education in Europe?

In these uncertain, unstable, and challenging times, architecture—particularly architectural education—must take a leading role in reflecting on and addressing the complexities of our built environment. This is crucial for guiding the next generation of architects toward becoming sensitive and responsible professionals. In this context, the role and values of the EAAE are vital in encouraging the exploration of new roles while facilitating the exchange of ideas and best practices. Beyond updating and refining educational programs, this effort also demands the promotion of inter- and transdisciplinary approaches, fostering partnerships across diverse fields and networks. Strengthening collaboration between academic institutions, industry, society, and governmental bodies is essential to advancing innovation and ensuring that education remains relevant in an increasingly complex world.

As the head of the Theory, Territories, Transitions section at your university in Delft, you constantly navigate between theory and practice. Are you planning to reinforce this connection in European architecture schools? Do you think theoretical research should play a bigger role in the evaluation criteria for the EAAE Pedagogy Awards?

Theory and practice should not only interact but, where possible, interconnect and reinforce one another. At the Department of Architecture within the Faculty of Architecture & the Built Environment at Delft University of Technology, I lead a section comprised of three academic groups: Architectural Design Crossovers, Architecture Philosophy and Theory, and Borders & Territories. While each group approaches architecture from a distinct perspective, they are united by a common focus on the concept of Transitio—a term encompassing movement across, beyond, and through, signifying change, transfer, or transformation. Our collective aim is to explore trans/theories or theories of trans/formation, disciplinary trans/positions, and environments as well as conditions of Transitio, facilitating and generating both thought and action. This transitional understanding of the interplay between theory and practice can also be fruitful for the future of the EAAE Pedagogy Awards, offering a valuable framework for their continued development.

With your experience as a teacher and researcher in architecture, how do you think architectural pedagogy can better prepare students for cross-disciplinary collaboration with other built environment professions, which are now essential in rehabilitation or material reuse projects?

In a world where complexity and uncertainty diminish the effectiveness of conventional problem-solving methods, our discipline can explore new opportunities through design and design thinking. Architecture can play a vital role by harnessing the power of design as a synthetic act, capable of addressing constantly shifting conditions and diverse matters across multiple scales. This is essential for connecting disjointed matters, generating insights, and creating synergies that open up new possibilities.

Given this, architects are expected to take on diverse roles, which should be mirrored in their education. We must provide students with the tools to navigate and position themselves within this intricate landscape. Expanding verbal and spatial vocabularies is crucial to fostering better communication and collaboration across the various disciplines involved. This requires creating environments conducive to interdisciplinary exchange, allowing for cross-pollination among students with different backgrounds, and setting the stage for more meaningful collaboration and innovation.

Roberto Cavallo is an architect, associate professor, chair of Architectural Design Crossovers and head of the section Theory Territories, Transitions , Department of Architecture, Faculty of Architecture and the Built Environment, Delft University of Technology. 


His expertise involves interdisciplinary & multiscale approach in architecture and urban design, design-driven research, and experimental pedagogies. He has extensive experience in workshops, symposia, conferences, exhibitions, keynote lectures and as a scientific committee member in international academic and professional events.

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