Redefining educational spaces: a studio-based approach to contemporary learning environments in interior architecture

Abstract

This study aims to investigate a research-driven studio model that integrates user engagement, environmental analysis and digital design tools within interior architecture education to produce adaptable learning environments. Based on a case study of a studio-based learning environment, it examines how user and environmental data are translated into spatial design criteria through iterative processes. Findings show that structured data collection, analytical translation and iterative design development enhance spatial flexibility, inclusivity and environmental performance. The study demonstrates how studio pedagogy can shift towards evidence-based, adaptive design thinking for contemporary educational spaces in post-pandemic contexts. This study adopts a practice-based research methodology within the International Masters of Interior Architecture Design studio, where design operates as a mode of inquiry. The studio is structured around a three-phase model: (1) data collection through site analysis, user surveys, interviews and environmental assessment; (2) analytical translation of findings into spatial design criteria; and (3) iterative design development using building information modelling (BIM), parametric modelling and prototyping to test adaptive solutions. Continuous refinement is supported through weekly critiques, peer reviews and external feedback sessions. This framework establishes a direct link between research inputs and design outcomes, enabling evaluation of how evidence-based processes inform spatial decision-making in studio-based learning. The findings indicate that integrating user and environmental data within a structured studio model strengthens the alignment between design decisions and learning objectives. Across the case studies, students developed modular layouts, reconfigurable systems and multifunctional spaces that enhanced adaptability for hybrid and collaborative learning modes. Environmental strategies such as daylight optimisation and passive design improved spatial performance through iterative testing and refinement. BIM and parametric tools enabled comparative evaluation of design alternatives and supported performance-based decision-making. Participatory inputs enhanced inclusivity and accessibility, particularly when systematically embedded within the analytical and design development phases of the studio process. This study contributes to architectural pedagogy by operationalising a structured studio model that links research inputs, design processes and learning outcomes. Its originality lies in making these relationships explicit and traceable within studio-based education, addressing the gap between design activity and pedagogical evidence. The model offers a transferable approach for aligning design education with contemporary demands such as adaptability, inclusivity and post-pandemic spatial transformation. By positioning the design studio as a research environment, the study provides practical value for educators seeking to implement evidence-based, performance-oriented and analytically-driven pedagogical strategies.