Creative constants in architectural education: augmenting the use of keywords through innovative practices

This paper examines the potential of keywords, understood as creative constants, as pedagogical tools to stimulate creativity in the early stages of architectural study. Rather than equating words with experiences, keywords are framed as catalysts enabling incremental and iterative design concept generation. The study situates this approach within recent developments in Artificial Intelligence, which introduce new paradigms for understanding creativity in design education. The methodology combines the analysis of theoretical precedents, such as the use of images and narratives in literature, with practical experimentation through analogue studio exercises and AI-assisted text-to-image platforms. This dual approach demonstrates how keywords can help students bridge abstract ideas and design action while accelerating iterative exploration. Developed through a multidisciplinary perspective, the research connects insights from literature, design theory, pedagogy, and emerging digital tools. The findings suggest that keywords support students in constructing a personal repertoire of creative constants applicable across different stages of the design process. By integrating analogue and AI-supported methods, the paper proposes a pedagogical framework to nurture creativity and innovation in architectural education.