Architectural education is transforming significantly in response to the profession’s demands and evolving societal needs. Studio-based learning remains central, as a hub for design exploration and skill development. However, the landscape of architectural education is shifting with the emergence of Generation Z, a cohort deeply immersed in digital technology. This study investigates the impact of reintroducing hand drawing into architectural education on Generation Z students’ learning capabilities and design proficiency. Unlike previous generations, Generation Z’s exposure to pervasive technology has led to declining traditional drawing skills, raising concerns about their ability to engage critically in the design process. Through a mixed-method research approach, this study compares the learning outcomes of first-year students engaging in hand drawing with third-year students utilizing computer-aided design (CAAD). Findings reveal that while both approaches meet learning attributes, Generation Z demonstrates higher levels of critical thinking when utilizing digital design tools. The study recommends the integration of workshops combining digital and manual drawing approaches to enhance students’ cognitive processes and bridge the gap between traditional and digital methodologies. Further research is warranted to explore students’ perspectives and experiences and to understand subsequent cohorts’ attitudes and aptitudes towards drawing in architectural education. In conclusion, architectural education must adapt to the demands of the Fourth Industrial Revolution by embracing technology while preserving the essence of critical thinking and creativity fostered through traditional hand-drawing skills.