Abstract:

This paper presents an innovative pedagogical approach in Interior Architecture education through a studio project, titled 'Residential Design Dilemmas'. Developed within a problem-based and collaborative learning framework, the project immerses students in addressing complex residential design challenges shaped by both human conditions and global environmental factors.

At the start of the semester, each student selects a dilemma scenario—ranging from PTSD, chronic illness, and aging in place to displacement due to environmental crises or cultural transitions, such as recent immigration. These scenarios serve as the foundation for inquiry, critical analysis, and design exploration, guiding students through research, programming, ideation, annotated design processes, and final presentations. In addition to responding to specific client needs, students incorporate pressing environmental considerations such as water conservation, energy strategies, mobility and transportation, waste reduction, food preparation traditions, and inclusive living patterns. This integrative approach requires solutions that are both human-centered and globally responsive.

The pedagogical strategy combines collaborative and problem-based learning. Students participate in peer groups to exchange research, discuss scenarios, and critique design proposals. This collaborative discourse fosters peer-to-peer learning, strengthens exposure to diverse perspectives, and mirrors professional practice. Iterative feedback sessions encourage students to refine ideas, articulate design decisions, and balance individual user needs with broader environmental and cultural contexts.

The design criteria require integration of universal and inclusive design, ergonomics, indoor environmental quality, environmental psychology, place theory, and biophilic design. Technical systems such as electrical, plumbing, and safety (CPTED) are incorporated to reinforce the practical and technical dimensions of design. Students ground their work in evidence-based practice through the use of research citations, precedent studies, and established standards, developing habits of inquiry essential to the discipline.

Evaluation extends beyond visual and technical output to include collaboration, problem-solving, and critical thinking. By engaging with multifaceted scenarios, students learn to navigate ambiguity, build resilience, and develop design literacy that is adaptable to global challenges. Embedding sustainability, inclusivity, and cultural sensitivity at an early stage of design education prepares future professionals to meet the demands of contemporary practice with empathy, innovation, and awareness.

This case study illustrates how collaborative and problem-based learning can be meaningfully embedded in design studio pedagogy. The approach deepens student engagement, advances critical and creative capacities, and equips interior architecture students with the skills necessary to address human and environmental challenges in residential design.

Keywords:

Interior Architecture Education, Collaborative Learning, Problem-Based Learning, Residential Design, Human-Centered Design, Sustainability, Inclusive Design, Critical Thinking, Environmental Challenges, Pedagogical Innovation.