Fostering Sustainable Practices in Interior Architecture Design Studio: Insights from an Integrated Course Structure and Student Feedback

Abstract

PurposeThis study aims to explore the impact of an integrated course structure approach in the design and development of urban regeneration is essential. The regenerative capacities of living environments at the heart of new built ecologies in urban contexts have been criticized by various researchers over time, as well as the need to emphasize a multidisciplinary design and educational approach for healthy, balanced environments. Therefore, new ways of learning and teaching are crucial to explore an innovative educational model specifically for architectural and interior architectural education. This study aims to explore the impact of an integrated course structure for a design studio to enable sustainability education on interior architecture students over the years.Design/methodology/approachAs a case study, the research focuses on the integration of the mandatory courses Interior Design Project III (studio course) and Indoor Environmental Control (applied course), starting from the 2018-2019 academic year. This longitudinal study analyses the results of student surveys conducted over three years to assess sustainability education, as well as the evaluation of several teaching methods. The survey includes three thematic sets of multiple-choice questions as (1) curriculum integration, (2) educational methods and techniques and (3) course-specific impact and awareness. It was administered to a total of 140 third-year students (2018-2019 [n = 70], 2019-2020 [n = 35], 2022-2023 [n = 35]). The results are statistically and graphically represented.FindingsThe findings highlighted the students' perspective on the integration of sustainability education within the interior architecture curriculum. The feedback from the surveys provided an opportunity to reorganize the structure of the courses' integration. After the analysis of survey results, new integration methods and further elective integration options are introduced. All results are adopted for enhancing the face-to-face formats of this course. Looking into survey outcomes in this perspective, the shift toward more hands-on and project based practical learning approaches is noticeable. Students declare strong interest in embedding practical methods such as workshops and extra lectures has been highly rated as a dynamo of integration. Based on the results, this research proposes a sustainable education model for interior architecture curriculum.Research limitations/implicationsOne of the main limitations of this study is that the integrated course structure was applied only during the first semester of the third year. As a result, the findings are based on a sample size that could be increased by extending the application of this model to other semesters or year levels. Future research could explore the broader implementation of the proposed educational model to further validate its impact and outcomes.Originality/valueThis study is original in three ways: first, the parallel course coordinated for strengthening the technical sustainability features of studio design provides the opportunity to analyze the integrative course benefit; second, students have the chance to evaluate different stages of integration and sustainability/ecological design learning levels in each semester, and the data is unique in terms of understanding the integrated semester process; third, through the COVID-19 pandemic, the online learning methods integrated into the parallel structured design studio process shifted students' perceptions of new concepts. Future prospects for a term based (third year first semester) interior design studio centered alternative integration model is unique.