Abstract:

Interior design education is undergoing a transformation due to rapid technological advancement and increasing awareness of human-centered spatial design. Traditionally, design studios have emphasized manual skills such as hand sketching, drafting, and physical model making to foster spatial thinking and creative exploration. These practices remain essential because they support designers' ability to conceptualize and communicate spatial ideas. At the same time, digital technologies, including Building Information Modeling, Artificial Intelligence, Virtual Reality, and Augmented Reality, expand opportunities for visualization, simulation, and collaboration. Rather than replacing manual skills, these technologies complement traditional studio practices by allowing designers to test spatial scenarios, evaluate environmental conditions, and refine design decisions. Contemporary interior design education, therefore, requires a balanced pedagogical approach that integrates manual craftsmanship, digital innovation, and knowledge from environmental psychology and human perception.

This study examines next-generation interior design studios and identifies elements that support the integration of technology, human perception, and well-being in design education. It explores how studios can function as technologically enhanced, human-centered learning environments that promote experiential learning and interdisciplinary collaboration. The study addresses three research questions: how emerging digital technologies can transform the pedagogical structure of interior design studios in higher education, how research on human perception can improve students' understanding of spatial experience and design decision making, and how well-being-oriented design principles can be integrated into studio learning to support human-centered design outcomes.

A qualitative approach, synthesizing literature on interior design education, environmental psychology, and digital design technologies, was adopted. The review examines studies published between 2018 and 2026 that address digital design tools, perceptual responses to interior environments, and strategies that support well-being through spatial design. The analysis identifies three dimensions that define the next-generation interior design studio: technological integration through digital modeling and immersive visualization tools; human perception and spatial experience, including responses to lighting, materials, and spatial configuration; and well-being-oriented design strategies such as indoor environmental quality and biophilic design.

The findings suggest that the next-generation interior design studio should function as a hybrid learning environment that combines manual design practice, digital technologies, and human-centered design knowledge. Immersive visualization tools allow students to evaluate design concepts in simulated environments, while digital platforms support iterative development and collaboration. Integrating perception research encourages students to consider sensory and psychological aspects of spatial design alongside aesthetic and functional criteria. Well-being-oriented strategies strengthen this approach by promoting healthier interior environments. The study proposes a framework that integrates traditional design methods, emerging technologies, and human-centered principles to support experiential learning and prepare students for complex design challenges.

Keywords:

Interior design education, Design studio pedagogy, Digital technologies in design education, Human perception in spatial design, Well-being-oriented design.