This research examines architecture as a systemic phenomenon, proposing a methodological approach that applies General Systems Theory to spatial outcomes in architectural education. The methodology introduces key systemic concepts—synergy, equifinality, entropy, feedback, and homeostasis—as design mechanisms through meticulous contextual analysis. The pedagogical framework operates across four interconnected scales: urban context (supra-system), building (system), utilitarian functions (subsystem), and architectural detail (subsystem 2). This multi-scalar approach enables students to develop comprehensive design strategies that acknowledge architecture's inherent complexity and societal impact. The methodology has been sequentially implemented across three Ecuadorian universities over six years, involving over 100 students with documented learning outcomes showing 80% satisfaction of evaluation criteria. The research presents two case studies from PUCE students who successfully implemented this systemic vision through validated thesis projects that received international recognition. The approach emphasizes prospective thinking, positioning architecture as a complex phenomenon responding to planetary challenges while developing students' individual architectural voices through structured critical methodology. Results demonstrate how systems theory provides a robust framework for architectural education that balances technical competence with critical thinking in addressing the reciprocal relationship between space and inhabitant.