Architectural design and its education is a physico- and socio-spatial activity. In other words, the ethics/ethos of producing space is concerned with understanding the physical as well as the social/cultural context in order to produce meaning and values beyond determining and answering the right questions. Therefore, informal learning environments have always been an integral part of the profession even before its formal definition. Experiential learning or field-trips play a significant role in architectural design education, yet procedural aspects of designing such a journey have not been discussed by educators regarding active and informal learning environments. The aim of this paper is to understand the ethos of field-trips and to re-discover how they contribute to architectural design education at undergraduate level through processes of learning by doing and research by design / design by research. The field-trips, or the context, are discussed with a three-fold focus as an interdisciplinary design process: (1) Understanding the study field from macro to micro scale; (2) Experiencing and observing the society, culture and daily life; (3) Comparative studies through visits to buildings with similar programs. Meanwhile, case studies will be presented with local, national and international/foreign contexts from design studios of primary and secondary cycles.