Abstract
As the central platform of design education, interior design studios function as dynamic learning environments that advance creativity and sensitivity to the social and spatial dimensions of design. Although the experiential qualities of space are conceptually acknowledged within studio pedagogy, the notion of ‘interiority’ remains unstudied compared to the emphasis placed on technical requirements. This paper positions interiority as a critical yet underexplored component of interior design pedagogy. Through a literature mapping and thematic synthesis, this paper defines five core dimensions of interiority as (1) spatial, (2) sensory, (3) affective, (4) identity-related, and (5) temporal, then correlates these dimensions in terms of their relevance and potential inclusion to the sequential stages of studio process. Mapping these intersections, the paper opens a reflective discussion on the pedagogical value of interiority within project-based learning, and argues for its broader consideration in contemporary interior design education.
Keywords
Interiority, Interior Design Education, Design Pedagogy, Studio Teaching
DOI
https://doi.org/10.21606/drs.2026.403
Citation
Aktan Abraham, S., and Özbey, F. (2026) Interiority as a pedagogical approach in interior design studio education, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.403
Creative Commons License
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Included in
Interiority as a pedagogical approach in interior design studio education
As the central platform of design education, interior design studios function as dynamic learning environments that advance creativity and sensitivity to the social and spatial dimensions of design. Although the experiential qualities of space are conceptually acknowledged within studio pedagogy, the notion of ‘interiority’ remains unstudied compared to the emphasis placed on technical requirements. This paper positions interiority as a critical yet underexplored component of interior design pedagogy. Through a literature mapping and thematic synthesis, this paper defines five core dimensions of interiority as (1) spatial, (2) sensory, (3) affective, (4) identity-related, and (5) temporal, then correlates these dimensions in terms of their relevance and potential inclusion to the sequential stages of studio process. Mapping these intersections, the paper opens a reflective discussion on the pedagogical value of interiority within project-based learning, and argues for its broader consideration in contemporary interior design education.