Abstract
Teaching architectural design is related to some substantial educational problems in many respects. Among them is the issue of mutual relations between concept design and technical aspects in architecture. The student’s attitude in this regard is strongly differentiated. Some of them deny the significance of technical aspects and focus only on the conceptual vision, while others acknowledge the importance of a technical approach to their projects at an early stage of development. Inconsistent is also the position of the teaching staff in this regard. This is a well-known issue among the educators in the discipline of architecture. Some of them propose and insist on some method of integration between the modules of concept and technical designing, which they consider a better and more efficient way of teaching students. This issue is analysed in the paper, and some proposed methods to resolve this problem are specified. They are confronted with the opinions expressed by undergraduate Ph.D. students, given their differentiated experience concerning the analyzed relations and their effect on the methods of their activities.