Selecting and developing an appropriate educational model in the teaching-learning process is an important issue in architectural education. The root of many problems in the field of architecture can be found in the educational system and its various dimensions, such as the goal, structure, curriculum, content, and evaluation method.The aim of the present study is to design and validate the Rhizomatic education strategy in the teaching-learning process of architecture and its effectiveness on design thinking.The research design is a mixed type (qualitative-quantitative).60 students were selected as a sample in a purposeful and accessible manner in the quantitative part and 10 professors of architecture, educational technology and educational sciences in the qualitative part.Data collection was carried out with the help of a design thinking mindset questionnaire. Data analysis was carried out using SPSS version 22 software. Statistical results showed that the developed model based on rhizomatic education in the teaching-learning process of architecture included 5 main themes, 13 sub-themes and 44 components. The internal validity of the model was examined by the Delphi method, in which 3 components were removed, and the Kendall coordination coefficient was obtained 0.80 based on the opinions of 10 reviewers for the components of the model. The effect of teaching in the teaching-learning process of architecture on the design thinking of architecture students had a significant effect, and according to the eta square, the amount of this effect was 25 percent. Based on these results, the external validity of the designed educational model was also confirmed.