Abstract:

The common value for the professions categorized in Design Field, is realizing the product that is being designed.
The ‘final product’ that we can also name as the design product, is the realization of the mental image that is the organization of the needs and requirements around a certain concept.
This process consists three phases: Design, organization and application. The process might stuck at the design phase, with visualizations, which might result in the idea to stay simply a design idea. However, in the profession of interior design, during the projects which are developing according to the user-space-function relationship, values that are specific to the user and space are developed. In this respect, if a project is not being applied, might mean that the project is unsuccessful.
From this point of view, most of the projects produced during the interior architecture/design education period are only realizing the design phase. This approach, which improves the design abilities of the student, does not produce a result that can be named as a final design product. However, the main aim is to realize this product. In order to accomplish this the organization and application phases should be included in the interior architecture/design education programs. The economical resources, detail knowledge, organization abilities, the mediating company and the application staff, which form the aforementioned phases, are the important factors during the actualization of the product.
In an interior architecture/design education program that is structured in a global scale, this process must co-exist with the project courses. The product that is named as ‘design’ cannot be produced just with thinking, and this consciousness should be supported with educational programs.

Keywords:

Interior Design, Education, Curriculum.