Abstract：Space syntax theory and methods aim to understand relations between spatial and social patterns in built environment research and
help develop evidence-based design approaches in professional practice. It is an international research program sometimes perceived
as too difficult to understand because of a diverse variety of terms and measures. Because of this, a recurring question in the space
syntax community has been "how to teach space syntax to undergraduate students", especially those actively engaged in architecture
design studio education where the primary output is design product, not research findings. Several of these techniques developed by
researchers in the field over decades are present in design studio education, many appearing to form the rudimentary origins for some
space syntax representations today. Many of the principles and methodologies of space syntax can be adapted and related to other
techniques of architectural and urban analysis to simplify and communicate to a wider audience, and focus on valuing relations between
people and space. This paper contextualizes the problem by sharing different pedagogic experiences in Qatar and Brazil; the former in
an architectural studio exercise and the later in urban design studio. We argue these experiences were fruitful for offering solutions to the
above question, and potentially helping ease students into more complex reasoning within the field of space syntax at later date in their
academic and professional careers.
