Abstract:

This paper presents a teaching innovation implemented in the course Contemporary Furniture and Equipment (MOEC), a compulsory second-year subject of the Bachelor’s Degree in Interior Architectural Design at the Universitat Politècnica de València, involving approximately 250 students per academic year across four groups. Although the course is positioned within the theoretical–humanistic area of the curriculum, its objective is to strengthen students’ analytical, critical, and professional judgement skills by linking historical knowledge with contemporary design practice.

Based on previous editions of the course, the teaching team identified limitations in students’ ability to transfer theoretical analysis of canonical furniture to real interior design contexts. To address this issue, the proposed innovation introduces a methodological framework grounded in Research through Design (RtD), restructuring the course assignment by adding a third, contextual level of analysis. While the previous assignment focused on the analytical characterization of historical and contemporary furniture pieces, the new methodology requires students to examine furniture within real interior design projects, analysing criteria of selection, spatial coherence, design intent, and the relationship between objects and the overall project language. Students are also encouraged to propose and justify alternative design decisions.

The innovation will be piloted over two academic years (2025–2027) and evaluated through a mixed-methods approach. Assessment tools include analytical rubrics applied to course assignments (criteria such as methodological coherence, contextual reasoning, and clarity of argumentation), competency checklists used in two third-year courses to assess longitudinal transfer, and pre- and post-intervention comparisons of student work. Additional qualitative and quantitative data will be collected through student surveys and focus groups. Quantitative data will be analysed descriptively, while qualitative data will be examined through thematic analysis to identify perceived learning gains and professional relevance.

Preliminary expectations suggest improvements in students’ ability to articulate design criteria, integrate theory into project-based decision-making, and communicate furniture selection strategies within real design scenarios, as well as positive spillover effects in subsequent courses within the curriculum.

Keywords:

Teaching innovation, Research through Design (RtD), Interior design education, Furniture studies, Active learning, Competency-based learning, Theory–practice integration.