Abstract:

Interior design studios demand prolonged visual attention, creativity, and cognitive endurance, making environmental quality a critical factor in supporting students’ well-being. Emerging research in environmental psychology and design pedagogy indicates that color schemes and lighting conditions significantly influence emotional regulation, visual comfort, motivation, and stress levels—yet empirical evidence from design education contexts remains limited. This study investigates how interior color schemes and lighting conditions shape the well-being of university design students, with particular attention to mood, cognitive performance, and perceived environmental support for learning.

The central research question guiding this work is: How do interior color schemes and lighting conditions affect the psychological well-being and learning experience of design students within studio-based environments? To address this question, the study adopts a mixed-method approach involving:
(1) structured environmental assessments of studio spaces,
(2) controlled exposure sessions using variable color palettes and lighting scenarios in a specialized lighting laboratory, and
(3) student feedback through surveys and short reflective interviews.
Quantitative data, including visual comfort ratings and perceived stress indicators, are complemented by qualitative insights into emotional responses, concentration levels, and spatial preferences.

Expected results suggest that balanced, low-saturation color schemes paired with natural or well-calibrated artificial lighting improve students’ sense of calm, focus, and creative engagement, whereas overly intense hues and poorly distributed lighting may elevate visual fatigue and anxiety. It is anticipated that students will report enhanced well-being and learning satisfaction when exposed to lighting conditions that mimic natural daylight and color palettes that support restorative or task-oriented functions.

The discussion positions these findings within broader conversations on student well-being, learning space design, and evidence-based approaches to higher education environments. The study highlights the need for universities to prioritize environmental quality as part of their pedagogical responsibility, especially in studio-based programs where students spend long hours in the same spatial setting. By demonstrating the measurable impact of color and lighting on well-being, the research offers practical recommendations for design educators, facility planners, and policymakers seeking to create healthier, more supportive learning environments. Ultimately, the study advocates for integrating environmental considerations into curriculum planning and campus design standards to enhance both well-being and academic performance.

Keywords:

Interior Color Psychology, Lighting Design, Student Well-Being, Learning Space Design, Environmental Psychology.