Artificial Intelligence (AI) and 3D printing (3DP) play considerable roles in what is known as the Fourth Industrial Revolution, by developing data- and machine-intelligence-based integrated production technologies. In architecture, this shift was induced by increasingly complex design requirements, posing important challenges for real-world design implementation, large-scale structure fabrication, and production quality standardization. The study systematically reviews the application of AI techniques in all stages of creating 3D-printed architectural structures and provides a comprehensive image of the development in the field. The research goals are to (1) offer a comprehensive critical analysis of the body of literature; (2) identify and categorize approaches to integrating AI in the production of 3D-printed structures; (3) identify and discuss challenges and opportunities of AI integration in architectural production of 3D-printed structures; and (4) identify research gaps and provide recommendations for future research. The findings indicate that AI is an emerging addition to the 3DP process, mainly transforming it through the real-time adjustment of the design or printing parameters, enhanced printing quality control, or prediction and optimization of key design features. However, the potential of the application of AI in large-scale architectural 3D printing still needs to be explored. Lastly, the study emphasizes the necessity of redefining traditional field boundaries, opening new opportunities for intelligent architectural production.

Artificial intelligence (AI) and 3D printing (3DP) play critical roles in what is known as the 4th Industrial Revolution by developing data- and machine-intelligence-based integrated production technologies. This shift has led to increasingly complex design requirements and fabrication methods, posing several challenges for implementing design, fabrication process, and architectural quality standardization. This paper systematically reviews AI techniques applied in diverse stages of 3DP production in architecture. The research goals are to (1) offer a comprehensive critical analysis of the body of literature; (2) identify and categorize approaches to integrating AI in the production of 3D-printed structures; (3) identify and discuss challenges and opportunities of AI integration in architectural production of 3DP structures; and (4) identify gap and provide recommendations for future research. The findings indicate that topics related to AI applications are current and trending, receiving increasing attention from researchers in general and particularly those working in machine and deep learning, artificial neural networks, and pattern recognition. However, the potential of the application of AI in architectural production using additive manufacturing still needs to be explored. Considering this, the paper emphasizes the necessity of redefining traditional field boundaries and opening new opportunities in the sector.

The advances and proliferation of digital technologies impact architectural practice asking for a revision of not only design production but also the education of future professionals. Using a case study from the University of Belgrade—Faculty of Architecture, this paper examines the efficient application of 3D printing as a design tool and opportunities for the implementation of this technology in architectural education. The research goal was to establish an educational framework for the studio course that was appropriate to local settings, starting with a review of educational approaches and usage of 3D printing in architectural design. Starting with the premise that there is a bidirectional relationship between design and its tool, educational framework for architectural design studio was proposed, tested in real educational settings, and evaluated. The results indicate that the use of 3D printing in studio course proved to be an effective tool for design exploration and presentation that supports (1) linking the logical way of thinking that requires parametric modeling with concept-based thinking; (2) change in mindset that occurs in the design process when students have a physical model in front of them to assess; and (3) improvement of deep understanding of spatial cognition among students as well as their competencies related to the use of the specific technology in the design process. The paper demonstrates how 3D printing technology improved educational methods, impacted students’ experiences in the design process, and elevated design exploration to previously unattainable levels of materiality, detail, complexity, accuracy, and aesthetics. Keywords Design process Design tools Design studio Architectural education 3D printing

This paper investigates the use of parametric inverted chain models (ICMs) as pedagogical tools for teaching structural design to architecture students. A mixed-method action research study was conducted at the University of Belgrade – Faculty of Architecture through an educational intervention that integrated analog and digital form-finding within a learning-by-doing framework. The intervention combined physical hanging-chain models with computational simulations using Spider3D, a custom Grasshopper plugin developed for ICM simulation. Data collected through surveys, knowledge assessments, focus-group discussions, reflective journals, and instructor observations indicate that the approach improved students’ understanding of structural behavior, equilibrium forms, and the relationship between form and force. Participants reported increased confidence in structural reasoning, greater engagement with structural design concepts, and a stronger appreciation of structure as a generator of architectural form. The combination of physical and computational workflows enabled students to develop both intuitive and analytical perspectives on structural performance. The study demonstrates that parametric ICMs can function not only as form-finding tools but also as effective pedagogical instruments that support experiential learning, structural intuition, and creative exploration. The findings highlight the potential of integrating research-led digital tools into architectural education to strengthen the connection between structural design, computation, and creative practice.

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