Against the backdrop of rapid advancements in emerging technologies such as smart construction and green building, the drive to achieve "dual carbon" goals, and accelerated global urbanization, the architectural industry demands higher comprehensive competencies from professionals. Traditional architectural education models face pressure for innovation, with the foundational design course—a core curriculum for first-year architecture students—becoming a focal point for pedagogical reform. Leveraging the CiteSpace visualization tool, this study conducts a bibliometric analysis of 232 relevant publications (2000–2024) from the CNKI database on domestic reforms in foundational architectural design education. Through keyword co-occurrence, clustering analysis, and timeline mapping, the research systematically reveals the field’s hot spots, evolutionary logic, and future directions. Findings indicate diversified teaching philosophies, including interdisciplinary competence cultivation under the "Emerging Engineering Education" framework, enhanced spatial experience and cognition, and creative thinking development. Pedagogical tools such as virtual simulation, constructive experimentation, and generative AI are increasingly integrated into design workflows. Future reforms are expected to prioritize open and integrated interdisciplinary models, digitally-driven practical approaches, and the deep fusion of ideological education with professional training. This study provides empirical evidence for optimizing curricula and consolidating educational resources in higher institutions, clarifying pathways for architectural education innovation and cultivating interdisciplinary talents aligned with contemporary demands.