Abstract:

Experiential learning has become an essential pedagogical strategy in higher education for preparing students to address complex professional, cultural, and technological challenges. This paper presents a curriculum model implemented within an Interior Architecture program in which experiential learning is embedded across the entire curriculum. All courses and design studios in the program carry an Experiential Learning (EXL) designation, ensuring that students engage in applied, practice-oriented learning throughout their academic progression. The curriculum integrates studio-based design education, technical coursework, and professional practice instruction with structured experiential activities including community-engaged projects, field observations, collaborative research, and international learning experiences. Short-term study programs and field studies in cities such as Bonn, Cologne, Paris, Shenzhen, Aveiro, and Viseu provide opportunities for students to engage with diverse cultural, social, and professional contexts while applying classroom knowledge to real-world design environments. Within this framework, experiential learning is implemented through project-based studios, professional simulations, field documentation, and evidence-based design research. Students develop competencies in critical thinking, design communication, technical documentation, and collaborative problem-solving. Digital visualization tools and collaborative technologies further support design exploration, documentation, and interdisciplinary learning. Using a case study methodology and curriculum analysis, this paper examines how a program-wide experiential learning structure supports student engagement, professional readiness, and global awareness in design education. Student learning outcomes and program effectiveness are evaluated using accreditation and professional competency frameworks including the standards of the Council for Interior Design Accreditation (CIDA), National Association of Schools of Art and Design (NASAD), and career readiness competencies identified by the National Association of Colleges and Employers (NACE). Examples of coursework, studio projects, and experiential activities demonstrate how integrating experiential learning across studios and supporting courses creates a cohesive educational model that bridges academic learning and professional practice. The findings provide insights for educators and program leaders seeking to implement scalable experiential learning frameworks that align design education with accreditation expectations, professional competencies, and global learning objectives.

Keywords:

Experiential learning (EXL), interior architecture education, design pedagogy, studio-based learning, global learning, international education, evidence-based design, applied learning, higher education curriculum design, professional practice preparation, interdisciplinary collaboration.