What is it like to study architecture at the Wrocław University of Technology? Martyna Chudalewska shares her experience

23 of June '26

#Architectural Education in Poland_Architecture Departments

Where can you study architecture in Poland? Which university should you choose? We asked students and recent graduates from Polish universities about what studying this field is like—what works, what poses a challenge, and what could be improved. Martyna Chudalewska told us what it’s like to study at the Faculty of Architecture at the Wrocław University of Technology.

Martyna CHUDALEWSKA — a student at the Faculty of Architecture at the Wrocław University of Technology. In her projects, she focuses on a socially responsible approach to architecture, paying attention to context and the everyday needs of users. She is interested in the topics of accessible construction, participatory design, and the impact of space on residents’ well-being.

The architecture program at the Wrocław University of Technology is characterized by a balance between artistic and technical skills. Even during the first years of the bachelor’s program, the curriculum combines fine arts courses—such as drawing, painting, and sculpture—with engineering knowledge in the fields of mechanics, structural physics, and civil engineering. This allows us to view architecture as an interdisciplinary field.

A key strength of the program is instruction in design software: AutoCAD, Revit, and Archicad. A separate, mandatory semester-long course is dedicated to each of these programs, allowing us to gain a basic understanding of the tools necessary for our future careers. However, the level of proficiency we achieve depends largely on our individual commitment.

An important feature of the program is the course selection system based on grade point average. It allows students to tailor their educational path, but this approach also has its limitations—not all students have equal access to the most popular courses, which introduces an element of selectivity.

During our studies, we place great emphasis on conceptual design, contextual analysis, and the development of spatial awareness. At the same time, we acquire technical knowledge—we learn the principles of architectural design, detail resolution, and the fundamentals of structural engineering. As part of our design courses, we consult with both structural engineers and experts in sustainable design, which allows us to incorporate technical aspects as early as the conceptual stage. At the bachelor’s level, this provides a solid and necessary foundation for further study.

A pivotal element of the program is the semester-long professional internship, during which we were able to verify the knowledge we had acquired and compare theory with the realities of an architect’s work. The internship shows us how important precise documentation is, as well as project organization in a multidisciplinary environment and taking responsibility for design decisions. It also makes us realize which skills are worth developing further, since not all of them can be fully developed solely through academic courses.

Now, looking back from the perspective of the second semester of my master’s program, this reflection feels even more relevant. The curriculum is very intensive—it includes a large number of classes, consisting mainly of lectures and design projects. Some of the lecture content feels like a repetition of material already covered in the bachelor’s program. With such a heavy workload, questions arise not only about the number of classes but, above all, about their actual value at the master’s level.

Working simultaneously at a design firm very quickly reveals what everyday life in the profession is like. The importance of team coordination, task distribution, organized work on joint projects, knowledge of the law and administrative procedures, and contact with government agencies and industry professionals is particularly evident. These are areas that are difficult to fully master through academic study alone, as they require direct exposure to the actual investment process.

The quality of education at the master’s level could be enhanced by shifting the emphasis from the number of projects and repetitive theoretical content to a deeper understanding of the design process as a decision-making system. Master’s programs should better prepare architects to independently and responsibly lead the design process—conceptually, technically, and formally. They should also teach students how to coordinate team work and understand how a design firm operates. Not only from a creative perspective, but above all from an organizational and business perspective. It is important to understand how a project functions in reality—from the initial concept, through documentation and agreements, all the way to collaboration with the client, industry professionals, and government agencies.

In summary, the architecture program at the Wrocław University of Technology offers a solid academic foundation and broad opportunities for development. However, their true value depends largely on student initiative and on the extent to which we supplement the curriculum with carefully selected internships, courses, and professional experiences that address the real needs of the profession. From the perspective of the master’s program, it is particularly evident that architectural education should not only develop design imagination but also prepare students for responsible participation in the complex design process.