AI integration in architectural education: proritizing educational capabilities for AI prompt engineering, a Friedman–AHP framework based on UNESCO-UIA standards

Recently, the rapid advancement of Artificial Intelligence (AI) has been reshaping architectural education, creating a need to align emerging digital skills with accreditation frameworks. This study investigates the integration of Prompt Engineering (PE) as a core pedagogical skill that enables architecture educators and students to harness AI tools and enhance learning processes effectively. The research focuses on the limited incorporation of PE skills within current accreditation systems, despite their potential to strengthen design thinking, analytical reasoning, and creative synthesis in architectural education. Through a systematic literature review, six main PE skills were identified. Accreditation systems across various architectural educational institutions were analyzed. A research gap exists in providing a comprehensive review that directly links PE skills to architectural education standards and accreditation frameworks. To address this gap, the study employs a mixed-method approach that combines qualitative and quantitative analyses of data collected from 98 Egyptian architecture educators. The statistical analysis, conducted using the Friedman Test and Analytic Hierarchy Process (AHP), evaluated the relative importance of UNESCO–UIA educational capabilities and the six PE skills. Relative Weights analysis highlighted key correlations. The main contribution of this study is the development of a linkage between the top 10 UNESCO–UIA architectural education capabilities and PE skills, along with relevant AI technologies. This framework provides educators and curriculum developers with evidence-based guidance for adapting teaching strategies, ultimately bridging the gap between established accreditation standards and emerging automation technologies while advancing innovation in architectural and construction education.