Could not download file: This paper is available to authorised users only.


N. Sami Abdelaziz 

Interior Design, from the professional perspective, is about making specific spaces functional, aesthetical in comfortable and healthy layout for the end-users. Interior design is creating a creative artistic environment with restrict parameters of materiality where people can define their lives. While users are essential motivators to identify such spaces to transform them into places. With the expanding knowledge base, the interior design project evolves in favor of its users. The educational sector plays a pragmatic role in training the future designers to accomplish the ultimate setting, taking into consideration the users as a vital success of the interior design neglected over time from the design process. The programming phase is only the way to create such mapping for interior spaces, yet it includes a large number of features that need organization in terms of data and process.

Interior Design is a creation of space, with a focus on materiality, experience, and creativity, to not only build the people’s environment but trying to change their behaviors and enforce positive cultural alterations; Fixing a societal problem beyond the brief to encompass the consideration of people’s positive experiences in space; Alluded to an approach to interior design that addresses the senses, in that human’s touch, feel, and look.

The vast amount of research available to them would benefit their designs, but need a systematic process. Interior design should include bespoke features to enhance the users’ life and cannot just be a style applied repeatedly to spaces. Making a positive contribution to society, it should be the main target of the interior design. Creating a design process, taking into consideration the different aspects, and connecting them overall, within the interior design learning process, is the main problem of this paper.

The main goal of this paper is to reach the ideal programming aspects in a sequential process that would contribute to the nexus aspects of the interior design learning methodology. Reaching the research-based design is the decisive role of the educators to foster the students’ knowledge, shaping their skills, and adding the perceptual dimension to their designs. The programming samples would be the result of applying the programming process to the design of their projects while considering the importance of each of them.

This paper will follow the analytic approach to identify the programming process is the leading tool throughout steady steps: the substantial experience (data collection), the reflective observation (analysis and schematic design), and the abstract conceptualization (design development to solutions). The teaching strategies to facilitate conveying the experience to the students should play a vital role. Each of the steps needs analytical description in terms of importance and effectiveness. The results should create a sort of connectivity between all the programming aspects as a basis for the research-based interior design.