Socio-economic shifts are today challenging design education. This is because the disciplinary autonomy is not established yet. In particular, the design studio is questioned, even if this is where the autonomy of design is developed. So, changes in the educative system are necessary if we do not want to risk losing key aspects of the design education. In light of this, the paper assesses the design studio educative format today, including aspects of developmental pathway of design education of the built environment, the state of the art of debate, the elaboration and assessment of an educative experiment at a Taiwan's landscape architecture bachelor program following the recommendations of the global disciplinary debate. Finally, the paper suggests that, in Taiwan, improvements in terms of 'integrative learning' can be achieved by restructuring the design studio organization. In contrast, design research is more challenging to support. Finally, the paper ponders these conclusion in relation to didactic directives and student intentionality, which greatly differ in Taiwan and other countries.