Fostering sustainable practices in interior architecture design studio
Insights from an integrated course structure and student feedback
Bibliographic Data
| ID | 17757662 |
|---|---|
| Authors | Belgin Terım Cavka (0000-0003-1889-9256, Yaşar University, corresponding author), Belgin Terim Cavka (Yasar University Interior Architecture and Environmental Design Department, , Izmir), Selin Aktan Ábrahám (Yasar University Interior Architecture and Environmental Design Department, , Izmir), Zeynep Sevinç (0000-0003-3579-1351, Yaşar University), Zeynep Sevinc Karcı (Yasar University Interior Architecture and Environmental Design Department, , Izmir) |
| Year | 2026 |
| Pages | 1-26 |
| Publication date | 2026-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/ijshe-01-2025-0030 |
| OpenAlex | W7117961857 |
| Language | EN |
| References cited | 44 |
Purpose This 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/approach As 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. Findings The 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/implications One 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/value This 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
Built environment · Curriculum · Design education · Design studio · Interior design · Multidisciplinary approach · Sustainability · Sustainable Design · Sustainable development · Educational Environments and Student Outcomes · Sustainability in Higher Education · Sustainable Building Design and Assessment · Architecture
Research Methods in Education
Resolving the 50‐year debate around using and misusing Likert scales
Sustainable Development Goals
Sustainable Development Goals in Higher Education Institutions
The Chi-square test of independence
Likert scales, levels of measurement and the “laws” of statistics
Higher education and the Sustainable Development Goals
The Nature of Design
Transition to a regenerative future
| Highly cited | No |
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