| Summary: | Students explore design to achieve design aesthetics, values and constructability; implementing design requirements can lead to creative-led, practical designs in architecture education. While most students have concentrated on identifying the essential criteria that lead to the creative deployment of the neuro-aesthetic design thesis projects, the influencing factors still need to be discovered. None of the architectural studies focused on identifying the form generator as influencing stimulators and their supporting facets delivered under the institutional syllabus system. Therefore, this study has three objectives: to identify attributes of design exploration phases, categorise them, and establish which phase influences neuro-aesthetic design by nurturing this value into the architectural education syllabus. The methods employed were distributing semi-structured questionnaires to managers and applying focus group discussion to students’ respondents. The process was used in ten (10 aspects), and the analysis revealed the design stage's generators and critical-influencing stimulators in this action research. The investigation revealed four for the pre-design phase, six for the design development phase and three (3) in the grooming phase. The Form Generators (FG) identified to provide a framework for such four FGs in the pre-design stage related to the design aim, issues, objectives, and client. Hence, to the best of the author’s analysis, the design process is the design development, and the grooming through internal and external panels is involved in the studio. At the design exploration stage, alternative designs and innovation are developed. © 2024, University of Malaya. All rights reserved.
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