interior yacht design corsi

Master in Interior Yacht Design - English Version

IDI's Master in Interior Yacht Design Online is a professional training course that will enable you to learn advanced techniques in naval interior design, learning how to manage a project in all its phases, from the concept, to the choice of materials, to 2D technical drawing up to 3D graphic rendering.

The aim of the Master in Interior Yacht Design Online is to train professionals capable of applying the techniques and tools of naval architecture to the most innovative design. The knowledge acquired during the Master will allow the successful practice of the profession, entering the productive world as freelancers or within the naval industry, in professional studios or shipyard technical offices and in the management of production and quality control processes. A degree in architecture, industrial design or related subjects is a requirement for the selection of candidates. Applications from graduates with proven experience in the naval sector will also be evaluated.

Nautical design Nautical rules and regulations Naval interior design Materials and technologies Ergonomics Representation techniques Software design

Type of Boat

• Wood, Composite/Fiber Glass, Metals
• Elements and Principles of Design
• Understanding colour theory
• Psychology of the colours
• Applying the principles of balance, harmony, and contrast
• Colour in Interior and exterior Yacht Design
• Colour schemes and combinations
• Materials and Finishes
• Exploring texture, pattern, and shape
• Selection of materials for different surfaces: the exterior body
• Flooring options
• Wall finishes and coverings
• Textiles and Soft Furnishings
• Fabrics and their properties
• Upholstery and cushions
• What's luxury is and how do you design it?
• Interior's material for mounting frames, compartment, finishing, glazing/fixture
• Furniture and fabrics
• Structure: beams, girders, stringers, brackets
• Systems/machinery
• Ergonomics notions
• Stairs, beds, bathrooms
• Standard furniture
• Custom furniture
• SOLAS, IMOM MLC
• Classification Society
• Grafical Representation: general arrangement, shop drawings
• Drawing Software: 2d Autocad, 3d Rhinoceros

The Master in Yacht Design objective is to train professionals able to apply the naval architecture techniques and tools in an innovative way, which are capable of following a project in all its aspects, working with other professional figures. The students will be able to follow up a project from the ideation, to the executive drawings, up to the actual realization on site. The knowledge acquired during the master will make it possible to practice the profession successfully, as a freelancers or working in the shipbuilding industry, in professional offices or on-site technical offices and in managing production processes and quality control. A degree in architecture, industrial design or related subjects is a fundamental requirement for the selection of candidates. Applications subjects with proven experience in the naval sector will also be evaluated.

Preparatory lessons: Texts Online classroom phase: 72 hours online every Wednesday and Friday from 02:00pm to 05.00pm Project work: realisation of an individual project

Possibility of financing the enrolment fee CV editing and updating for dissemination to companies in the sector at the end of the training course in the candidate's region of preference.

Private Certificate - Italian Design Institute® of attendance Online Classroom Phase Private Certificate - Italian Design Institute® Project Work

Course partners

Michele Inzerillo

Maestri Giardinieri

Elodie Brides

Marinelli Studios

Charisma Studio

Kocoro Recording

Altre Menti Labs

Flower Art Creation

Landscaper Designer

Cuscito Design

Luca Somaini

LAURA MONGE ATELIER

ATELIER VERÓNICA MIRANDA

Kokoro Recording

The Italian Sea Group

ARP ARCHITECTURE REASEARCH PRACTICE (Athens - Greece)

Online, from the 20th November 2024 to the 26th February 2025 (72 hours online every Wednesday and Friday from 02:00pm to 05.00pm)

Contact us, we will give you more information about your training without obligation

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The teachers of the course

Video Testimony Walter Allera for IDI's Lighting Design Specialisation Course

Video testimony patrizia danesi specialisation course lighting design italian design institute, video testimonial by marica midolo for the master in interior design at idi, course in visual merchandising, company data.

Sviluppo Europa s.r.l. Via Albricci, 9 - 20122 Milan P.I. 10282190965 unique code: M5UXCR1 [email protected]

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Yacht Design

The Specializing Master in Yacht Design to become experts in the design of boats for the pleasure boating sector.

The Master in Yacht Design of the Politecnico of Milan provides students with the tools needed to manage the design and construction process of both a sailing boat and a motorboat, from the design brief to defining the general plans , to the hydrostatic and hydrodynamic calculations to the interior fittings, of the roof and on-board equipment, to shipyard production and checking the final phases.

On the one hand it collects and consolidates opportunities and resources developed by the University, with particular reference to skills in the fields of industrial design, fluid dynamics, mechanics, materials science, on the other hand it uses resources, experience and expertise acquired at a number of other Italian universities including: University “Federico II” of Naples, University of Catania and University of Chieti.

• Rectoral Decree Download pdf

The Head of the Specializing Master is prof. Andrea Ratti, the Deputy manager is prof. Arianna Bionda. The Commission is made up by professors of Politecnico di Milano: Andrea Ratti, Arianna Bionda, Silvia Piardi and Matteo Ingaramo; by prof. Massimo Musio Sale of the Genova University, by prof. Andrea Vallicelli of the Chieti University and by prof. Carlo Bertorello of the Federico II University of Napoli.

XVIII edition

Testimonials, interview with elisabetta pianta, interview with marco foti.

On the occasion of the  20th birthday  of the Specializing Master in Yacht Design, we interviewed 20 alumni of the first MYD editions who have distinguished themselves in the world yachting scene. Here is our interview with  Marco Foti , student of the III edition of the Specializing Master and today  Project & Sales Manager of the Yacht division of the Sanlorenzo shipyard with headquarters in Ameglia (SP) and Viareggio .

Discover his path!

1. Can you tell us “who you are”, what do you do today and what role within the company / reality where you work?

My name is Marco Foti, I’m Project & Sales Manager of the Yacht division of Sanlorenzo shipyard, based in Ameglia (SP) and Viareggio. I deal both with sales to direct customers and through dealers, with particular reference to the Middle East, Greece, Russia, Balkans and UK areas. My role as “technical sales” Project Manager also includes the management of customizations and technical configurations of our yachts (Sanlorenzo builds only full “custom” yachts) organizing meetings with customers, delivery and cost control of the order.

2. What was the role of training, and in particular of the Specializing Master in Yacht Design at the Politecnico di Milano, to get to where you are today?

I took part in the MYD of the Polytechnic of Milan in 2004, immediately after my five-year degree in Mechanical Engineering, at Politecnico di Milano, that I graduated in December 2003. Being born and raised in Sicily, 50m from the sea in front of the wonderful Aeolian Islands, since I was a child boats have always been my passion, thanks also to my father, and I grew up with the desire to turn it into my dream job. The MYD has been for me the perfect link between the university environment and the world of work in this field, very challenging but equally rewarding and satisfying. All the notions I learned at MYD have been extremely useful since the very first day of my internship at the Sessa Marine shipyard in Bergamo, which I begun in the second half of 2004. From then on it has always been a crescendo of experiences, learning and, with great commitment and dedication, great personal gratification.

3. An important moment or a memory from your experience at the Specializing Master?

Concerning “important moments”, all the experiences in the classroom and in the shipyard with the various “top players” of the nautical world such as Vallicelli, Felci, Musio Sale, Bertorello, Ivana Porfiri, Wally Yacht remain indelible in my memory. The funniest anecdote: in that year the MYD class was composed of practically all “sailors”, while the only “motorists” were, in addition to myself, Francesca Darmian, Chiara Grugni and Eleonora Berneri. It was therefore extremely easy and immediate to form our working “team” nicknamed, to be precise, “the Engineers”, with whom we then carried out the MYD thesis project of a very sporty 60 knot boat…obviously with three engines!

4. The first word that comes to mind when thinking about the Specializing Master .

SPRINGBOARD.

5. What advice would you give to a young person who dreams of becoming a yacht designer / undertaking this training course?

I may be against the tide, but the first piece of advice I would give is “extracurricular”: try to get involved in the sea! Anyhow, even with a small dinghy of two and a half meters, or a gozzetto rowing or a small sailboat: the “life on board” is absolutely the best “theory” that you can have and that will always carry you when it is time to design any detail of a boat, whether technical or aesthetic. In addition to this, the great strength of MYD is that, unlike the classic university faculties (e.g. naval engineering) where the activity is decidedly unbalanced on the theory side, here we deal much more with the “practical” part, thanks to the direct B2B interaction with great professionals of the nautical sector that, in Italy, has no equal in the world.

Interview with Alan De Candiziis

Interview with valentina speciale, interview with marijana radovic.

On the occasion of the  20th birthday of the Specializing Master in Yacht Design , we interviewed 20 alumni of the first MYD editions who have distinguished themselves in the world yachting scene. Here is our interview with Marijana Radovic student of the III edition of the Specializing Master and today Co-founder / m2atelier.

1. Can you tell us “who you are”, what do you do today and with what role within the company / reality where you work?

It takes a life to answer that question. I can tell you for sure that Marijana Radovic is a designer, architect, mum, wife, daughter, sister and a friend to many of my dear friends. My first professional choices started in Serbia and my career enfolded in Milan after precious experience in many other locations Rome, Geneva, Athens, London. From my Master onwards I have been always involved in Yachts Design and more. Thanks to diverse environments and significant experiences in the field, I mastered project management, which allowed me to oversee the projects at 360 degrees. In 2006 I founded a design studio STANDBY, initially based in Belgrade and Athens; then soon after, in 2009, I moved back to Milan, which I identified as a perfect location to continue my yacht design journey and research in the field, along with the residential and other architectural projects. Together with architect Marco Bonelli, I founded the international architecture studio m2atelier based in Milan, which has the essence in a multidisciplinary approach and continuous research of space potential, proportions, and materials, with an eye for details that distinguish our design.

2. What was the role of training, and in particular of the Master in Yacht Design of the Politecnico di Milano, to be where you are today?

It was fundamental. The architectural background was a good base; however, I entered the Yachting world during this master. I learned a lot since the course was quite intense, and at the same time, it opened the doors to important studios, and from there, the rest was on me.

3. An important moment or an anecdote from your experience at the Master.

I loved everything about the Master. I was also lucky to meet people who remained my friends. I remember very well that I was the first foreign student in the class, and that was when the Master was entirely in Italian. During the day, I studied and attended the classes, and my nights were dedicated to my 3 dictionaries that helped me follow the courses. I had to be 8 hours constantly focused on hearing and understanding the professors lecturing in Italian otherwise I risked of missing the whole lecture. After 3 days of studies, the professor asked me if I understood everything, and I answered, “yes” (which was maybe my mistake:). From then, no one ever asked me the same thing again assuming that I understood everything, so I had to move forward with intense learning of Italian language, along with Italian nautical language and the courses. That hard work paid off, and I am very satisfied today with what I had then accomplished in just one year.

4 . The first word that comes to your mind when thinking about the Master.

Experience. Working on projects that were real challenges. My colleagues. And the way I lived my life during the studies. All felt and became my new family. We spent time together working a lot and also travelling a lot which was organized by Politecnico.

5. What suggestion would you give to a young person who dreams of becoming a yacht designer / undertaking this training course? Master studies are the best way to gain knowledge and dive into the nautical world in a short intense period. I warmly recommend the Politecnico Master in Yacht Design to all people dreaming of becoming a yacht designer.

Yihharn Liu

Sara pitoni.

During my internship, I had the honor to work, with my tutor, on Riva projects for the feasibility of some interior spaces and for crew accommodation plan according to with Register rules. My principal tasks during this stage are the revision of general plans and modify interior layouts. I studied the synergy between the structures, systems and interior furniture, which certainly contributed to greatly enrich my cultural baggage, having the possibility to participate in meetings between the technical office and suppliers too. Having an Architecture background got during my five years at the Master degree, it wasn’t so easy to start in this field, but thanks to this Master I had the opportunity to come in touch with this company and get the basic know-how to undertake this journey. Special thanks to my tutor and some nice colleagues that taught me a lot about furniture components, structures, systems and all the design process necessary to reach the goal.

Federico Gerbino

From the very first day, I was thrown into the production area with the task of monitoring the feasibility of the interior and exterior arrangement on board aiming to achieve the goals the CRN had established with the customers. With my tutor, the industrial engineering specialist, I am actually working all day on board of every boat the shipyard is building. I can’t spoil you anything, but each of them is a real masterpiece! MYD has provided me with the right technical and soft skills that have allowed me to understand the problems related to the project that we have on board, I also learned how to operate within this new context, how to share information within a team and I also developed the ability to deal with issues under the pressure of deadlines set. Working in a shipyard like CRN has shown me and it has given me the right tools to build a full custom yacht. Here, I have the opportunity to improve my technical knowledge, my problem-solving skills and, by working on board, I had the possibility to cooperate with every supplier and to better understand how the interior space should be designed, considering both aesthetics and feasibility. During this fundamental period, I’m learning to solve smaller issues finding quickly an effective solution if something goes wrong during the construction.

Chrysa Vlachou

I am part of the design team and am involved in several projects currently developed by the studio. Familiarization with programs like Maxsurf, Rhino, Autocad and focus on specific steps of the yacht design process are some of the skills I developed during the master which are helping me being effective in my daily work. Being a member of a small design studio gives me the opportunity to follow up with various steps and have a better overview of the whole design process, from concept design stage till finalizing the technical drawings for the shipyard.

Nikol Naz Lebbink

During my internship experience, I have been working on the new Maori yacht 54ft Hardtop version inter or layout. While working on this project I was able to use the theoretical knowledge MYD gave me and to combining it with the Marketing needs of the work life. Besides this, customization has also a really big role in this studio. So, new layout arrangements, additional details or material changes are done according to the customers need and taste. The opportunity to analyze the theoretical information and to apply them in the real work, the representation of different ideas and design and the visits in the shipyard to supervise the production process, helped me a lot during the internship to follow and understand how a shipyard workflow is organized.

Training objectives

The Programme provides the tools to manage the design and construction of a sailing and motor boat , from the project brief to define the general plans, to the hydrostatic and hydrodynamic calculations, to the interior design, the deck and the on-board equipment, additional devices, to the production in the shipyard and check of the operation steps.

Participation in the Master Course offers the achievement of the following educational objectives:

• development of design skills: ability to work in terms of problem setting and problem solving within the yachting market;
• development of specialized technical skills;
• acquisition of the principles and procedures of construction methods and techniques;
• development of skills related to the production organization and shipyard management;
• development of the ability to work in groups and enter authoritatively in the professional world;
• ability to manage team conflicts and foster creativity processes.

Didactic Modules

The educational programme will be as follows:

• Yacht Design: principles, methods, tools and rules;
• Hystory and culture of Yacht Design;
• Drawing and modeling;
• Naval architecture;
• Shipbuilding techniques;
• On-board equipment and propulsion systems;
• Interio Yacht Design;
• Production processes and business plan;
• Soft Skill for design;
• Design workshops;
• Internship.

Title Released

At the end of the course, upon passing the final exam, the first level Specializing Master’s degree of the Politecnico di Milano will be awarded in ” Yacht Design”, with the related achievement of 60 CFU/ECTS.

Employment Opportunities

The need of training in nautical sector is based on fast and exponential growth shown by this sector in last years.

This growth finds an additional attractive factor given by the new provisions that facilitate the development of this market (from simplification of procedures for construction of harbours, to tax reduction for pleasure boats above 10 metres, etc.).

For this reason, the sector currently shows a strong professional vocation, both on the side of skills necessary to design pleasure boats, as well as its components and accessories, and on the side of management of the different stages of production process.

In particular, this sector is going through a period of strong growth and development in quantitative and economic terms, which have not yet reached their highest level. This delay is also given by the current lack of figures able to manage and guide this change.

For this reason, candidates who attend the master’s programme find job opportunities at nautical design studios or at shipyards and companies from the nautical sector . The possible areas of professional involvement are: technical office; engineering; project management; production control; quality check; equipment design; styiling; customization; after sales.

Requirements

The Specializing Master is for candidates with a Laurea (equivalent to Bachelor of Science) or Laurea Magistrale/Specialistica (equivalent to Master of Science) of New Educational System in Architecture, Industrial Design, Engineering or Economics.

For foreign applicants, equivalent academic qualifications will be considered in the related study systems.

The selection is made by the Commission. Selection interviews:

• Tuesday, June 11 from 10:00 a.m. to noon and 3:00 p.m. to 6:00 p.m.
• Tuesday, July 16 from 10:00 a.m. to 12:00 noon and 3:00 p.m. to 6:00 p.m.
• Monday, July 29 from 10:00 a.m. to 12:00 noon and 4:00 p.m. to 6:00 p.m.
• Wednesday, September 11 from 10:00 a.m. to 12:00 noon and 3:00 p.m. to 6:00 p.m.

To take part to the selection process , the application form must be completed online within the following deadlines:

• EU/non-EU who graduated in Italy / EU citizens with qualification gained abroad within December 3, 2024 ,
• Non-EU citizens who graduated abroad within November 3, 2024 .

The Specializing Master costs €14.500 , to be paid as below: • € 500.00 – registration fee to Politecnico di Milano, • € 14,000.00 – participation fee.

FAMILY SUPPORT: -50% A chance to gift your siblings the encouragement they need to invest in their future.

POLI.NETWORK: -50% A promotion designed to strengthen the bond and identity among members of the Politecnico di Milano community.

Current edition

Awards 2019.

Interior design concept Winner

Steamring for Dada Doga Naz Cebeci MYD14

Concept over 70m Winner

Esquel by Timur Bozca for Oceanco Timur Bozca MYD12

Winner Young Designer of the Year 2019

by Boat International Yihharn Liu – MYD15

Awards 2018

Bronze A’ Design Award Winner for Yacht and Marine Vessels Design Category in 2018

Sapphire 43m Fast Planing Hybrid Motor Yacht di Matthias Krenz

Winner Young Designer of the Year 2018

by Boat International Nicolò Piredda – MYD16

3° place Young Designer of the Year 2018

by Boat International Francesco Conte – MYD 16

Special Mention Millennium Yacht Design Award

Orfeo Yacht Design team [Francesco M. Conte, Gildo incitti, Adeline Lagaria, Luca Scarsella]- MYD 16

European Product Design Award 2018

Bronze in Transportation/Nautical/Boats award Sena Jinen Osman– MYD15

Awards 2017

Young Designer of the Year Award 2017

Comète di Thibaud Le Merdy

Product Design Award 2017

Plantinun Prize in Transportation/Nautical/Boats award Alejandro Crespo Daroca – MYD15

Awards 2016

ADI Design Index 2016

Scarliga Merlüss, curated by the students of MYD XII

1° Classified Millennium Yacht Design Award

Guido Valtorta, MYD XII

1° Classified Diporthesis

ALES by H.J. Choi, A. Ors, M. Schaefer and D. Agapitou, MYD XV

Awards 2015

2° classified yacht design talent award by heesen.

Banu Hunler, MYD XIV

Awards 2014

Winner of the Young Designer of the Year Award by Oceanco

Timur Bozca, MYD XII

XXIII Compasso d’Oro ADI – Targa Giovani

El Niño skiff by Matteo Costa

ADI Design Index

Awards 2013

Project selected for adi design index 2013.

Scarliga Merlüss of the MYD XXII edition

Awards 2012

2° classified Lotus prize

Zero Gravity by Aldo Bruno and Angela Petitto

Partial Exemptions of 25% – Specializing Master in Yacht Design

6 October 2024

There are 3 partial exemptions of 25% available to be applied to the participation fee for the Specializing Master in Yacht Design at the Politecnico di Milano, 2025/2026.

How to apply The request for partial exemption must be formalised by email to the following address: [email protected] .

The application and assignment of partial exemptions takes place during the process of admission to the Specializing Master, and never after its starting date.

The partial exemptions can only be used by those who make an application for selection and participation in the Specializing Master in Yacht Design at the Politecnico di Milano 2025/2026.

Award criteria The partial exemptions are assigned according to criteria based on merit and on the basis of the requirements of Art. 5 of the Rectoral Decree of approval of the Specializing Master. In evaluating candidates and assigning partial exemptions, the Specializing Master Board will consider:

– CVs and Professional Experience (15% weighting); – Interpersonal skills (20% weighting); – Relevance of personal interests to the themes of the Specializing Master (25% weighting); – Expectations and motivational aspects (40% weighting).

The minimum score to apply for partial exemptions is 380 on a scale of 100 to 500 points.

List of the documentation to be presented to the application for admission to the selection process LINK

• Curriculum vitae;
• Motivational letter;
• Photocopy of the academic qualification obtained in addition to a certificate showing the grades reported in the individual exams or Diploma Supplement.

The partial exemptions cannot be combined with other exemptions, scholarships or attendance concessions provided by both POLI.design and other bodies, companies, institutions, associations etc.

The partial exemptions will be assigned to the first 3 candidates in the ranking according to the requirements indicated above.

The deadline for requesting partial exemptions is 06/10/2024 at 23:59 (Italian time). Only those who are eligible for partial exemptions will receive a written communication from POLI.design within 18/10/2024.

Within two days candidates who have received communication must send a free form statement of acceptance of the partial exemption to the address [email protected] and proceed with the formalisation of registration, or risk loss of the same and replacement by the candidate or candidates immediately following in the ranking. The registration is formalised with the payment of the first instalment to POLI.design and with the signing of the private agreement within 25/10/2024

The opportunity is valid until 06/10/2024.

POLI.design reserves the right not to assign all the partial exemptions available in the event that, at the discretion of the Specializing Master’s administration, no candidates appear who meet the indicated requirements. All partial exemptions may be subject to change without notice.

For any questions, please contact the Training Office: Tel. +39 0223995911 | [email protected]

Milan, 12/06/2024

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Scholarships

Request information about: master "yacht design", you are buying the master "yacht design"., are you a private person or a company, request information, newsletter signup.

Yacht Design

November 2024

20.100 € Find out the current facilitations

The Master in Yacht Design offers the ideal educational path to become a Yacht Designer

The Master in Yacht Design offers the ideal educational path to become a Yacht Designer, by giving the necessary skills to deal with every stage of the design process – from the initial research and development of the concept to the actual construction of the interiors and exteriors and the validation of production processes in the boatyard. 

In recent years, the nautical sector has expanded constantly, confirming its role as one of the drivers of Made in Italy design. Furthermore, and the new classic approach, based on naval architecture, is taking on an automotive oriented edge, which introduces new working standards and technical and style solutions borrowed from car design.

The vocation of the Piemonte area, which boasts a number of style centres and renowned companies in the land and sea transport sectors, as well as one of the world’s largest shipyards, combined with the short distance from the coast of Liguria, makes Turin the natural setting for a training course founded on the growing process of osmosis that links the yacht world and the automotive industry.   

Information to decide

Methodology and structure.

The course is planned in levels, which begin with providing students with essential knowledge of the nautical sector, in terms of both cultural aspects and basic techniques. From there, students gradually acquire the skills connected with yacht design. 

Starting from a study of the history and current scenarios of the nautical sector, students will go on to study the market and obtain more detail knowledge of the different types of boats. They acquire significant knowledge of materials, technologies and production methods, including through hands-on experience in a shipyard. They are provided with technical drawing and design tools, as well.

A further strength of this Master course is the fact that is delivered on two campuses, Turin and Venice. This offers participants a dual scenario, in which both cities represent an important aspect of the themes the course is focused on: the tradition of the automotive industry on the one hand, and the maritime vocation on the other. 

The training course ends with a Thesis Project, developed on a brief given by a boatyard or a design studio.

Who is it for?

The admission of the Master is open to graduates in Architecture, Engineering and in the field of Design (Transportation, Interior, Product), as well as professionals in the sector seeking to apply their skills in this specific area.

IED Open Days

We look forward to seeing you from 9th to 14th of september.

• Find out more!

Federica Bertolini

Style Manager - Azimut Yachts Thesis Supervisor

Course Coordinator

Lorenzo Ciuffatelli

Transportation Designer - Pinifarina

Andrea Sculati

Founder and Director - Sculati & Partners

Luca Sordelli

Marketing and Communication Manager - Harken Italy, Journalist - Wired, Barche, Nautech

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Freelance Yacht Designer & Co-founder - Scopelliti Rasia Architetti

Lorenzo Penato

Camilla Pierucci

Naval and Nautical designer

Stefano D'Adamo

Style Coordinator - Azimut Yachts

Roberto Tarozzo

Engineering Office Manager / Project Manager - Azimut-Benetti

Sergio Cutolo

Founder and Owner - Hydro Tec

Alessandra De Luca

Training & Development Manager - Azimut-Benetti

Umberto Maria Fossati

Founder and Director - Fossati design Bureau

Website LinkedIn

88 Dragon - Sport Fly

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• Published: 07 September 2024

Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture

• Fulya Özbey   ORCID: orcid.org/0000-0001-5902-2165 1 , 2 &
• Simge Bardak Denerel 1  

Humanities and Social Sciences Communications volume  11 , Article number:  1155 ( 2024 ) Cite this article

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• Environmental studies

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students’ awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students’ awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods.

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Introduction.

The historical human-nature relationship has been disrupted by industrialization, leading to a growing recognition of the need for a mindful approach in the 21st century. Biophilia, our innate connection with nature, has evolved into Biophilic Design, enriching constructed spaces with natural elements. This design approach has proven advantages, enhancing workplace productivity, stress reduction, education outcomes, and healthcare recovery while aligning with sustainability efforts (Browning et al. 2014 ). Therefore, the incorporation of biophilic design in educational curricula has accumulated significant attention due to its confirmed benefits and to prepare students to meet industry demands because when considering the practice of interior architecture in the 21st century, it is observed that the understanding of biophilic design has been embraced by designers more than ever before in interior spatial design (Demirbaş & Demirbaş, 2019 ). Despite its acknowledged benefits, undergraduate education in biophilic design remains scarce, notably in Interior Architecture (IA) and Environmental Design (IAED). Few universities globally, in Türkiye and the Turkish Republic of Northern Cyprus (TRNC), offer specific courses in this field. According to the QS World University Rankings by Subject 2022: Art & Design indicates that out of the top 10 universities with IAED or IA departments, five universities do not offer any courses related to biophilic design. While one university includes a course on biomimicry, three lack accessible detailed course content. Only Aalto University offers an explicit course on biophilia, which is called “Biofilia ABC,” and a biophilia lab that emphasizes the integration of biophilic design into research and learning environments through interdisciplinary collaboration. The gap in biophilic design education is no different in Türkiye and the TRNC, where there are 84 universities with IAED or IA departments (41 having IAED departments 41 having IA departments, and 2 universities offering both), biophilic design education is significantly lacking. Out of these institutions, only 1 offers a dedicated “biophilic design” course at the undergraduate level (starting from 2023 to 2024 Fall Semester in İstanbul Galata University), and only 4 universities include the term “biophilia” in any course syllabus. Most universities have courses that focus on sub-topics of biophilic design, such as indoor landscaping, biomimicry, or the nature-human relationship and its representation. Surprisingly, 40 universities do not include any terms or subjects related to “biophilia” in their course names within the curriculum, further highlighting the scarcity of biophilic design education in the region. However, there’s a high demand for this knowledge among interior architects, indicating an educational gap that requires attention also supported by the survey conducted by Doğan ( 2021 ) targeting interior architects and space users, with a sample size of 285 respondents (139 interior architects and 146 general space users). The results indicated that 107 of the participating interior architects had not received formal education in biophilic design, underscoring the absence of biophilic design within many Turkish universities. However, 111 of the participants possessed knowledge of biophilic design, suggesting that they had sought information from external sources. To bridge the gap and promote biophilic design education at the undergraduate level, a dedicated elective course covering theoretical foundations and practical applications of biophilic design principles is crucial. By establishing a comprehensive biophilic design course, universities can equip students with the knowledge and skills needed to create sustainable, nature-inspired interior spaces and foster a deeper connection with the natural world. However, understanding students’ course selection motives, such as interest and perceived benefits, is crucial. Involving students in syllabus design enhances communication and caters to diverse learning styles, making courses more effective. This research investigates the impact of student involvement in creating a pilot elective on biophilic design for interior spaces. It explores how innovative teaching methods and course preparation influence student engagement and course longevity. Also, this research uses qualitative and quantitative methods, while delving into three key questions:

What is the awareness/knowledge level of undergraduate IA and IAED students in Türkiye and the TRNC regarding Biophilic Design?

Does a student-involved course syllabus preparation process enhance the sustainability and student commitment in biophilic design courses?

What challenges do instructors face in elective courses for Generation Z (Gen Z) students in IA and IAED programs? How can these be addressed to establish participatory course structures and enhance learning outcomes?

Literature review

Biophilic design is currently a popular topic, but its full integration into IA and/or IAED curricula is still lacking. In addition, the content and method of teaching the designed course are important for the biophilic design to take its place in education because elective courses in the curriculum offer students the opportunity to explore their interests and develop their individuality. Since this study delves into the effects of students taking part in developing a trial elective focusing on biophilic design for interior spaces, it aims to examine the influence of creative teaching approaches and course planning on student participation and the sustainability of the course this literature review includes two sections. The first one is biophilic design and its applications in interior architecture, and the second one is the role of elective courses in architectural education.

Biophilic design and its applications in interior architecture

Throughout history, humans have coexisted with and drawn valuable insights from the natural world (Turner et al. 2004 ; Wilson, 1996 ). However, the industrial revolution and global urbanization have severed this connection, resulting in significant environmental damage (Çorakçı, 2016 ). The civilizations that once dominated nature in the 18th and 19th centuries faced dire consequences for their environmental exploitation in the 20th century, leading to a growing realization in the 21st century of the need for a more conscientious approach to nature (Çorakçı, 2016 ). Erich Fromm introduced the concept of “biophilia,” signifying a deep love for all living beings (Heerwagen et al. 2012 ). Edward O. Wilson and Stephen R. Kellert expanded on this concept, proposing in “The Biophilia Hypothesis” (1993) that humans possess an innate inclination to connect with nature and other life forms (Kellert and Wilson, 1993 ). Biophilia is not an instinct-like breathing but emerges from biological tendencies shaped by learning and experiences, including emotions such as love, hate, and fear. Sociocultural factors influence its expression, evident in the symbolic use of nature in myths, religious beliefs, and meditations (Kellert and Wilson, 1993 ). Stephen Kellert’s research on biophilia led to its integration into architectural design, exemplified in “Building for Life” (2005). This laid the foundation for “Biophilic Design,” solidified in the initial edition of “Biophilic Design” (2008) with contributions from various researchers, defining it as “an innovative approach emphasizing the essential preservation, enrichment, and restoration of the positive human-nature connection within built environments” (Kellert et al. 2011 ).

Based on various research and perspectives, the principles and applications of biophilic design have been subject to numerous categorizations (Kellert et al. 2011 ; Browning et al. 2014 ). Nonetheless, at the core of all predominant categorizations lies the central theme of seamlessly incorporating elements of nature and natural phenomena into the constructed environment. In their seminal work, “Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life,” Kellert et al. ( 2011 ) delineated six fundamental principles of biophilic design, which encompass “Environmental Features, Natural Shapes and Forms, Natural Patterns and Processes, Light and Space, Place-Based Relationships, and Evolved Human-Nature Relationships.” These principles collectively offer a comprehensive framework for the establishment of harmonious human-built environments.

The application of biophilic design principles within interior spaces involves the deliberate integration of nature-inspired elements to foster a more harmonious and productive milieu. Common manifestations of biophilic applications include the utilization of natural lighting, incorporation of indoor flora, utilization of natural materials, the inclusion of water features, and the provision of vistas that connect with natural settings. The empirical evidence underscores the multifaceted advantages of biophilic design on human well-being and productivity. For instance, a study conducted by Sanchez et al. ( 2018 ) substantiates the notion that biophilic design features enhance workplace performance. In a subsequent study by Aristizabal et al. ( 2021 ), it was established that a multisensory biophilic environment not only improved cognitive performance but also mitigated stress levels while enhancing overall satisfaction with the workplace environment. Furthermore, research conducted by Sayed et al. ( 2021 ) has demonstrated that the incorporation of biophilic principles into educational spaces engenders improved concentration levels, higher attendance rates, and enhanced academic performance among students. Beyond the realms of work and education, the beneficial impact of biophilic design extends to healthcare settings, as underscored by studies conducted by Samir ( 2021 ) and Totaforti ( 2018 ). These studies reveal that biophilic design elements contribute to alleviating patient fatigue and expediting the healing process. Lastly, Newman et al. ( 2012 ) underscore the potential economic advantages associated with the integration of biophilia into design practices. This includes reduced energy consumption, enhanced biodiversity, and, in addition, improvements in well-being and productivity, ultimately aligning with sustainability and ecological preservation efforts.

The role of elective courses in architectural education

Universities offer students various opportunities to pursue their academic goals. Elective courses, in particular, allow students to pursue their aspirations, develop virtual goals, and broaden their educational content (Movchan and Zarishniak, 2017 ). Also, elective courses enable students to study subjects that satisfy their interests, abilities, and career determination while seeking to develop the individuality of each student (Ghonim and Eweda, 2018 ). Architectural education is a multidisciplinary field that imparts both technical knowledge and social responsibility to students. Integrating elective courses into the curriculum can ensure a well-rounded education and exposure to a diverse range of subjects. This is essential for developing a holistic understanding of the role of architecture in society and the importance of ethical principles and values for architects (Ghonim and Eweda, 2018 ). Thus, there arises a compelling need to establish a novel pedagogical framework emphasizing self-directed learning among graduating architects guided by their mentors. Consequently, educational models must emphasize the cultivation of imaginative thinking, keen observation, and active engagement, especially when incorporating innovative instructional resources aligned with these objectives (Fernandez-Antolin et al. 2021 ). The flexible nature of the elective factor allows for dynamic updates to reflect contemporary issues and developments in the field, marketplace, and society. When offering new elective courses, considerations should include program orientation, student interests and needs, and faculty specialization (Ghonim and Eweda, 2018 ).

Additionally, to provide an effective elective course in architectural education, it is crucial to not only consider the students’ interests and needs but also their reasons for selecting an elective course. In the study conducted by Ting and Lee ( 2012 ), an investigation was undertaken to explore the various factors that exert an influence on students’ selection of elective courses. The researchers identified a multitude of determinants, which include the perceived level of interest in the subject matter, the perceived difficulty of the course content, the perceived leniency of the instructor, the potential acquisition of future career skills, the impact of external influences, the instructor’s popularity or personality, the timing of the class in terms of the day of the week and meeting hour, the reputation of the university, the suitability of the subject matter, and the class size. Another aspect of an effective elective course is the level of student involvement in the course. This process is not only limited by the course duration but might start from the syllabus design process. Research conducted by Cook-Sather ( 2014 ) has underscored the significance of involving students in the design of syllabi, highlighting its positive impact on teacher-student communication and collaboration. This proactive approach has enabled educators to gain a deeper understanding of students’ motivations and learning styles, facilitating the tailoring of instructional methods to better suit individual needs. Furthermore, a study conducted by Bovill et al. ( 2011 ) has demonstrated that the inclusion of students in syllabus design has resulted in heightened levels of self-regulation and metacognitive awareness. Students have become more attuned to their learning strategies, fostering an increased propensity for engaging in self-directed learning practices. Practitioner-researchers Zereyalp and Buğra ( 2019 ) have ascertained that the incorporation of students’ voices in syllabus development substantially contributes to the efficacy of the syllabus. This contribution manifests in the form of fostering open and constructive communication with students, thereby better aligning the syllabus with their needs and expectations.

Methodology

This study adopted a mixed-method research approach, which integrated focus group studies, interviews, case studies, and participant observation methods. Since this research involves gathering both qualitative and quantitative data together into a single platform to obtain a comprehensive understanding of the topic from various perspectives, including those of students and instructors, a mixed research approach is considered well-suited for this study (Mulisa, 2022 ). The research methodology consisted of three distinct sequential steps.

In the initial step, the emphasis was on preparing the syllabus of the pilot elective course (case study) and addressing the first two research questions. Data collection was primarily facilitated through focus group studies and interviews, with subsequent qualitative analysis applied.

The second step involved data collection during the course period, treated as a case study for addressing both the second and third research questions. During this phase, participants (comprising students enrolled in the pilot elective course) were subject to observation, alongside the administration of concise questionnaires. Subsequently, the results obtained from these questionnaires, encompassing both qualitative and quantitative data, underwent rigorous analysis.

The third and final step entailed comprehensively analyzing the amassed data to substantiate the study’s hypotheses.

A succinct summary of the research methods and evaluation techniques utilized throughout the study is presented in Fig. 1 , the research methodology flowchart.

Methodology flowchart.

Data collection

In the initial phase of data collection for this study, a pilot focus group investigation was undertaken with five sophomore students from Yaşar University’s (YU) Department IAED. These students were selected for their qualifications aligning with the primary focus group participants. The purpose of this pilot study was to assess the reliability of the research questions, as outlined by Nagle and Williams ( 2013 ), which had been prepared for the forthcoming focus group studies. The designated questions were sequentially presented to the students, and their responses were meticulously evaluated. The outcomes of this pilot focus group analysis indicated that the formulated questions were sufficiently effective in eliciting the necessary data for the subsequent primary focus group study. The selection of participants for the focus group sessions was carried out through the convenience sampling method to have individuals with characteristics of the overall population (students who enrolled in the elective course), proposed by Nagle and Williams ( 2013 ). The focus group inquiries were methodically administered to the students, and the ensuing responses were subjected to qualitative analysis. These focus group sessions were conducted on November 22nd and 23rd, 2022, involving ten students from Near East University (NEU), and subsequently on December 1st and 2nd, 2022, with the participation of eight students from YU.

The interview phase of the research was executed on November 22nd and December 2nd, 2022, involving three instructors from the Faculty of Architecture, each responsible for teaching various elective courses at YU and NEU. During these interviews, the instructors were probed about their approaches to curriculum development, the selection of assessment methods, strategies employed to foster student engagement, utilization of innovative pedagogical techniques, and their course adaptation procedures based on end-of-semester feedback.

The insights garnered from both the instructor interviews and the focus group sessions constitute the primary data sources for the case study under investigation. The subsequent step in the data collection process for this study was designed to coincide with the case study. During this stage, the students enrolled in the pilot elective course served as subjects of observation, while periodic administration of concise online but with clear, targeted questions that aligned with the learning objectives and teaching effectiveness of the course questionnaires allowed for ongoing data acquisition. The reason for choosing the online survey method for the end-semester feedback is that online surveys are straightforward, anonymous, and time-efficient (Moss & Hendry, 2002 ). Also, emphasizing the anonymity and confidentiality of responses can encourage students to provide honest feedback to have more reliable results even with a small group of sample. Last but not least, the necessary permissions were obtained from the NEU Scientific Research Ethics Committee for all stages requiring data collection.

Data analysis plan

In the initial phase of data collection, a comprehensive data analysis plan was formulated, which encompassed the incorporation of data derived from primary and secondary sources. The data amassed during this first step underwent a rigorous evaluation employing qualitative methodologies. Subsequently, an insightful case study was methodically created, drawing from the analytical findings obtained from the gathered data.

In the subsequent phase, which unfolded within the context of the aforementioned case study, the participants were subjected to systematic observations, and periodic surveys were administered to solicit their responses. Data collection culminated upon the conclusion of the case study. To facilitate a comprehensive analysis of these diverse data sources, a well-structured approach was devised, combining qualitative techniques for the assessment of participant observations and a blend of both qualitative and quantitative methods to scrutinize the results derived from the periodic surveys. In addition, the reliability of the course evaluation results was validated by triangulating the survey findings with other assessment measures, such as students’ academic performance or assignment quality.

Ultimately, the data at hand was subjected to a robust interpretative process, and it was the intent to engage in a thoughtful deliberation of the hypotheses in accordance with the insights gleaned from the case study.

Focus group study and interviews

For this study, pilot elective courses titled “TMF 444 İç Mimarlıkta Biyofilik Tasarım “ and “FAE424 Biophilic Design in Interior Architecture” were offered in both Turkish and English language departments during the 2022–2023 Spring Semester at the Faculty of Architecture, Department of Interior Architecture, Near East University. However, before opening the courses in line with the stated objectives and methodologies of the research, students were actively involved in the curriculum development processes of these courses, with the aim of creating a more efficient and dynamic elective course. Additionally, the opinions of various faculty members were sought.

Initially, a focus group study with open-ended questions was conducted with a total of 18 students, 10 from NEU’s and 8 from YU’s Faculty of Architecture. The responses from this study were evaluated using the MAXQDA 2022 (VERBI Software, 2021 ) program and subjected to the keyword analysis method. The study sought to ascertain the student’s familiarity with the concept of biophilic design, their expectations for an upcoming elective course on this subject, their preferences for course activities and assessment methods, their views on effective teaching techniques, and their integration into academic courses, as well as the motivating factors driving their active engagement in these courses. The analysis highlights from the focus group study are summarized in Table 1 .

The highlights from the interviews with the instructors indicated that it is important to approach students in a friendlier manner and use innovative teaching techniques to create a more engaging class environment while considering students’ voices to develop the course in general.

Course period

After evaluating the data in Table 1 and the interview outputs, course contents for TMF 444 and FAE 424 were developed following the NEU course content development rules. An overview of the course syllabus is presented in Table 2 .

The 14-week course commenced with an introductory week, determining the student demographic, midterm and final assessments, and administering a survey on students’ perceptions of biophilic design, innovative learning methods, and in-class motivations. Weeks 2–8 predominantly focused on various topics such as the concept of biophilia, patterns and health impact of biophilic design, differences and similarities between biophilic design and sustainable design, the concept of biophilic cities, and some practical ways of incorporating biophilic design principals to the interior spaces as well as the examination of example case studies. Week 9 centered around the midterm presentation, involving the analysis of a chosen structure based on biophilic design criteria. Weeks 10–14 were allocated for the creation of an interior design project emphasizing biophilic design, followed by desk critiques. Ultimately, developed projects were submitted as the final assessment.

In the proposed pilot elective course, 26 students enrolled in the Turkish section, while 11 students registered for the English section. Among these, 20 students attended the Turkish course, and 7 students attended the English course for the whole semester. The overall distribution of students by department and class includes 16 Interior Architecture students (14 undergraduate 3rd year, 2 undergraduate 4th year) and 9 Architecture students (1 undergraduate 1st year, pursuing a double major, 1 undergraduate 2nd year, 4 undergraduate 3rd year, and 3 undergraduate 4th year). Given that a substantial proportion of students enrolled in both FAE 424 and TMF 444 courses are representative of Generation Z, this study also investigates the challenges encountered by instructors in this demographic context. As the course unfolds, the difficulties of being an instructor in a class dominated by Gen Z learners are explored. The paramount question becomes: how can these challenges be effectively addressed, and what methods can be employed to construct a participatory course structure that enhances learning outcomes? Drawing inspiration from contemporary educational research, including works by Orr et al. ( 2021 ), Saxena and Mishra ( 2021 ), Szabó et al. ( 2021 ), Chan and Lee ( 2023 ), Mohr and Mohr ( 2017 ), Marie and Kaur ( 2020 ), and Jaleniauskiene and Juceviciene ( 2015 ) this study consolidates diverse strategies to enhance the student engagement and participation for teaching Gen Z in higher education. As, Orr advocates for an academic coaching model, emphasizing transformational learning. Saxena proposes gamification as a motivational tool, and Szabó underscores the significance of incorporating various information technologies, such as e-learning and gamification, to boost student motivation and skill development Chan’s study delves into Gen Z students’ perceptions of generative AI in higher education, noting their optimism for its benefits—enhanced productivity and personalized learning. However, it emphasizes the concerns raised by Gen X and Gen Y teachers regarding overreliance and ethical implications, highlighting the importance of integrating technology with traditional teaching methods for a more effective learning environment. Mohr’s study emphasizes the significance of understanding generational profiles to improve course assignments and communication approaches. The findings emphasize the need for instructors to adapt teaching methods to align with Gen Z’s preferences for technology-driven and visually engaging educational experiences, and Marie’s research highlights Gen Z’s inclination towards a digitized learning environment, emphasizing the importance of adapting academic opportunities to meet their diverse needs and foster critical 21st-century skills like critical thinking and creativity. Finally, Jaleniauskienė's study focuses on reshaping educational environments to cater to Gen Z’s learning preferences. The recommendations span from redesigning physical and non-classroom spaces to accommodate diverse learning styles, integrating active learning methodologies, fostering collaborative environments (both physical and virtual), and leveraging technology as mindtools to enhance cognitive functions and engage visually oriented learners. In summary, advocation for a multifaceted approach that integrates technology, personalized coaching, gamification, and varied pedagogical strategies to create engaging, transformative, and inclusive learning environments for Gen Z learners.

Therefore, interactive presentations were prepared during the course, leveraging Genially (Genially Web, S.L., 2021 ) and Gamma (Gamma Tech, Inc., 2022 ), as they facilitated engagement, aligning with the 5 students who identified the fluidity of course delivery as a significant motivator for participation. To maintain interactivity and motivation, quizzes at the end of the course were conducted through Quizizz (Gupta and Cheenath, 2015 ), with a 10-point bonus awarded to the student with the highest quiz average throughout the semester. Moreover, practical exercises were conducted utilizing Miro (Khusid and Shardin, 2011 ) to incorporate active learning strategies, thereby cultivating collaborative learning settings. A specific instance of the Miro exercise is illustrated in Fig. 2 .

In-class exercise by Miro.

While implementing the assignments, based on the findings from the focus group study, even if the majority of students expressed a preference for being able to choose assignment types, it was acknowledged in interviews that this approach might lead to potential issues, such as providing enough sources for each type of assignment or concerns related to students blaming each other for grades, finding others’ assignments easier, etc. Consequently, for this pilot course, it was decided that the assignment types would be determined by the course instructor, and for midterm and final assessments, students would be consulted at the beginning of the course to reach a decision by majority agreement. Additionally, as 8 of the students expressed the utility of peer evaluations, and recognized their potential to enhance motivation and interest in the course, a 10-point peer evaluation criterion was incorporated into one of the assignments and midterm presentations. The assignment incorporating peer assessment was a brief research task, designed to encourage students to share their findings during class and contribute to each other’s ideas. The assignment brief and grading criteria are outlined in Fig. 3 .

Assignment 1 brief and grading criteria.

For the midterm assessment, students were expected to select a structure and analyze it based on the principles of biophilic design, presenting their analysis during class. Peer assessment was incorporated during the midterm too, where students evaluated each other’s presentations. Last but not least, in the final assessment, influenced by both the preference for project submissions by 2 of the students and the suggestion of integration with project or studio courses 2 students were required to choose an area from project courses. They were expected to develop their designs for three weeks based on the desk critics, express them through technical drawings, and provide a written explanation of how they integrated biophilic design principles. The midterm and final briefs, along with grading criteria, are illustrated in Fig. 4 .

Midterm and final briefs.

Additionally, although field trips were identified as a factor that could enhance student motivation and contribute to achieving the learning outcomes of the course, they could not be added to the course content due to financial constraints. Nonetheless, an exploration of a diminutive village distinguished by a plethora of biophilic attributes in the TRNC was undertaken in collaboration with two students from the course. The ensuing research findings were subsequently disseminated and made publicly accessible via the webpage hosted by the biophilic cities network (Özbey et al. 2023 ).

This section includes the results of qualitative and quantitative assessment surveys conducted at the beginning and end of the course. The findings in this section are broadly analyzed in the discussion section.

Pre-course expectations and motivations

A brief survey was administered to 27 enrolled students within the initial week of the course to measure their awareness and expectations concerning biophilic design, the course syllabus, and innovative learning methodologies. Furthermore, the delineation of a course syllabus was elucidated to students, and the impact of a student-contributed syllabus on enrolled students was examined. Out of the enrolled students, 25 participated in the survey, and the outcomes, encompassing their knowledge levels and application of biophilic design principles, have been consolidated in Fig. 5 .

Summary of pre-course survey (Biophilic design knowledge).

According to the table, participants’ familiarity with biophilic design varied across the terms “biophilia” and “biophilic design,” with a higher level of recognition for the former term than the latter. However, awareness of the “Six Principles of Biophilic Design” was notably lower, indicating a more diverse range of responses across the spectrum from familiarity to unfamiliarity with these principles. There’s a strong consensus among respondents that biophilic design should be integrated into interior design, particularly in emphasizing the importance of designs that amalgamate nature, humanity, and architecture. Participants largely acknowledge that the weakening of connections between nature and humanity can adversely affect human life. There’s substantial agreement on the positive impact of natural light and ventilation on health, success, and work productivity in spaces. The use of “plants” as a design element in interiors garners notable agreement, while the inclusion of a “water element” seems to have a mixed response.

When examining students’ expectations regarding course syllabus and innovative learning methods, a majority of respondents concur that the provided learning outcomes and resources exhibit direct relevance to the course. Furthermore, there is a prevailing consensus indicating that the assessment methods delineated in the syllabus maintain a sense of equilibrium. A significant majority of students express confidence in their ability to extrapolate and apply the course content to other academic subjects. The recognition of abundant opportunities for peer interaction, notably through group discussions and activities, is acknowledged by a substantial number of participants. Regarding familiarity with interactive learning tools such as Sli.do, Padlet, Kahoot, and similar platforms, respondents exhibit varying degrees of awareness and experience with these tools. A comprehensive summary of the distribution of students’ survey responses is outlined in Fig. 6 .

Summary of pre-course survey (evaluation, of course, syllabi, and innovative learning methods).

Post-course reflections and feedback

Feedback on the co-design process, learning environment, and their influence on student engagement.

Out of the 27 students attending the course, 23 voluntarily responded to the survey conducted at the end of the semester. When considering the effects of the student-contributed course syllabus and the interactive course format on student obligations, it becomes evident that students derive pleasure from the interactive format and perceive the course as a conducive space for engaging with their peers. Moreover, students found the short quizzes administered at the end of the course both enjoyable and beneficial. The evaluation methods, such as assignments, midterms, and finals determined based on the preferences of students enrolled in the class and who attended focus group sessions, have been deemed sufficient by a significant majority of students for assessing and presenting their knowledge. Additionally, students expressed enjoyment and perceived usefulness from the group activities and peer assessments conducted during the course. The responses of students regarding the co-design process and its impact on their engagement have been summarized in Fig. 7 .

The responses of students regarding the co-design process and its impact on their engagement.

Feedback on the biophilic design knowledge, learning outcomes, and course instructor

In the end-of-term evaluation survey responded to by 23 students, in addition to gathering insights on students’ perspectives concerning the course period and assessment methods, inquiries were also posed regarding their understanding of biophilic design concepts, perceptions of the course’s learning outcomes, and the instructor’s behavior during the class.

In the students’ end-of-term survey regarding biophilic design, a notable pattern emerges: the respondents consistently exhibit a significant degree of familiarity and comprehension spanning a wide range of biophilic design concepts. This pattern underscores a robust knowledge improvement within the surveyed group, showcasing a comprehensive understanding of various aspects of the biophilic design domain. According to the survey results, there is a high level of agreement regarding the awareness of specific terminologies associated with biophilic design. However, there are slight differences in the degree of familiarity with specific aspects of biophilic design. Additionally, a substantial majority expressed confidence in their capability to extrapolate and apply the course content to other academic disciplines. Furthermore, students conveyed a sense of acquiring substantial knowledge and awareness about biophilic design during the course, enabling them to engage in comprehensive discussions on the subject and confidently evaluate the built environment using biophilic design principles by the course’s conclusion. The participants’ responses regarding their knowledge of biophilic design have been summarized in Fig. 8 .

The responses of students regarding the biophilic design knowledge.

About the evaluation of learning outcomes and instructor’s performance, there was a notable consensus among respondents. Nineteen students strongly agreed, and four students agreed that the learning outcomes were intricately linked to the course content. Moreover, a significant majority of students strongly agreed or agreed that the course provided pertinent resources aligning with the subject matter. Notably, students exhibited high positivity towards the course instructor, indicating satisfaction and understanding in various aspects. They strongly agreed or agreed that the instructor’s explanations regarding assessment methods were lucid, demonstrating a clear grasp of evaluation criteria. Moreover, students found the instructor’s approach in the course to be fitting and the responses indicate a high level of endorsement for the course. Twenty respondents strongly agreed, while three respondents agreed that they would recommend the course to others. The responses related to students’ perceptions of learning outcomes, the instructor, and the overall quality of the course are presented in Fig. 9 for reference.

Evaluation of learning outcomes, instructor’s behavior, and course quality.

Findings from the student co-design process

In the context of IA/IAED teaching, the integration of student co-design processes into elective courses is not a deeply studied area. As mentioned in the introduction part, while there are several courses addressing biophilic design principles, there’s a noticeable gap in the literature regarding specific content and teaching methodologies employed in these courses. Therefore, this study not only delves into students’ perceptions and preferences but also aims to bridge this gap by showcasing how student input can enrich course content and delivery. The findings from the student co-design process provided valuable insights into various aspects of the course, including the students’ familiarity with biophilic design, their expectations for the elective course, their preferences for course activities and assessment methods, their views on effective teaching techniques, and the motivating factors driving their active engagement in the course. The majority preferred a practice-based course, indicating a desire for hands-on learning experiences. Additionally, suggestions for field trips, theory-based learning, online delivery, workshop sessions, multimedia, and flexible design options were also mentioned. These preferences highlight the importance of incorporating a variety of teaching methods and activities to cater to different learning styles and interests. The students’ preferences for course activities and assessment methods were also explored. Field trips, model-making assignments, discussion and debate sessions, and group work were suggested by the students. The majority of students found group work highly beneficial, while some expressed uncertainty. Peer evaluations were perceived as essential by a significant portion of students, although reservations were also expressed. End-of-course quizzes were valued by half of the students, but reservations were also present. These findings indicate the importance of incorporating a mix of individual and collaborative activities, as well as diverse assessment methods, to cater to the preferences and needs of the students. In terms of assessment type and selection preferences, project-based assignments and presentations were favored by the majority of students. Written assignments were also preferred by a significant portion of students, while research assignments were less favored. The students’ preferences for assignment types and their involvement in the selection process were also explored. The majority of students preferred to select their own assignment types, while some preferred a collective decision through group discussion. Only a small percentage believed that course instructors should determine the assignment types. These findings suggest that involving students in the assignment selection process can enhance their engagement and motivation. The students’ preferences for assessment methods were similar to their preferences for assignment types. Project-based assignments, presentations, and written assignments were the most preferred methods. Some students expressed a desire for a diverse array of assignments to be valued equally, while others had no specific preference. These findings highlight the importance of incorporating a variety of assessment methods to cater to the diverse preferences and strengths of the students. Based on the findings from the focus group study, interactive presentations, online quizzes, practical exercises, and peer evaluations were incorporated into the course. These strategies aimed to enhance student engagement, motivation, and collaborative learning. The findings from the student co-design process provided valuable insights into the students’ preferences, needs, and motivations, which were incorporated into the course structure. The incorporation of interactive and innovative teaching methods, diverse assessment methods, and opportunities for peer interaction aimed to enhance overall student engagement, motivation, and learning outcomes. Those preferences of the students including emphasis on interactive and innovative teaching methods, as well as opportunities for peer interaction and feedback, not only enhance student engagement and motivation but also reflect the changing educational environment in IA/IAED. By focusing on collaborative learning, student-centered methods, and incorporating real-world experiences into the curriculum by embracing the student co-design process, educators can create more dynamic and responsive learning environments that prepare students for the complexities and challenges of contemporary design practice.

Findings from student evaluations

Overall student satisfaction and engagement.

The findings from this study highlight the importance of incorporating diverse pedagogical strategies and technology tools to create engaging and inclusive learning environments for Gen Z learners. The recommendations provided for the course implementation, such as redesigning physical and non-classroom spaces, integrating active learning methodologies, fostering collaborative environments, and leveraging technology as mindtools, align with the preferences and motivations expressed by the students in this study. One of the key findings is the positive impact of interactive presentations prepared using Genially and Gamma. These tools facilitated engagement and were particularly appealing to the 5 of the students who identified the fluidity of course delivery as a significant motivator for participation. This suggests that incorporating interactive elements in presentations can enhance student engagement and motivation. To maintain interactivity and motivation throughout the course, quizzes were conducted using Quizizz. The inclusion of a 10-point bonus for the student with the highest quiz average throughout the semester further incentivized participation. The positive response from students indicates that gamification elements can enhance motivation and make the learning experience more enjoyable. Practical exercises conducted using Miro incorporated active learning strategies and fostered collaborative learning settings. This aligns with the recommendations for fostering collaborative environments, as students expressed a preference for group discussions and activities. The use of Miro allowed students to actively participate and contribute to each other’s ideas, further enhancing the collaborative learning experience. The findings also highlight the importance of considering potential issues when implementing certain assignment types. While the majority of students expressed a preference for being able to choose assignment types, concerns were raised about providing enough sources for each type of assignment and potential issues related to grades and comparisons among students. To address these concerns, the assignment types were determined by the course instructor, with student consultation for midterm and final assessments. This approach allowed for a balance between student preferences and practical considerations. The inclusion of peer evaluations in one of the assignments and the midterm presentation was well-received by students. Peer evaluations were identified as a utility by 8 of the students and were seen as a way to enhance motivation and interest in the course. The assignment incorporating peer assessment encouraged students to share their findings and contribute to each other’s ideas, fostering a collaborative learning environment. The positive response from students suggests that peer evaluations can be an effective tool for enhancing motivation and engagement. In the final assessment, students were given the opportunity to choose an area from project courses and develop their designs based on the principles of biophilic design. This aligns with the preferences expressed by 2 of the students for project submissions and integration with project or studio courses. By allowing students to apply their knowledge and skills to a real-world design project, the final assessment provided a meaningful and relevant learning experience. Although field trips were identified as a factor that could enhance student motivation and contribute to achieving the learning outcomes of the course, financial constraints prevented their inclusion in the course content. However, an exploration of a diminutive village with biophilic attributes was undertaken in collaboration with two students from the course. These research findings were disseminated and made publicly accessible, providing an alternative way for students to engage with real-world examples of biophilic design.

The survey results regarding students’ understanding of biophilic design concepts indicate a high level of familiarity and comprehension. The respondents consistently exhibited a significant degree of knowledge improvement, showcasing a comprehensive understanding of various aspects of biophilic design. This suggests that the course content and interactive learning methods were effective in enhancing students’ knowledge and awareness of biophilic design. The evaluation of learning outcomes and the instructor’s performance received a notable consensus among respondents. Students strongly agreed that the learning outcomes were intricately linked to the course content and that the course provided pertinent resources aligning with the subject matter. The high positivity towards the course instructor indicates satisfaction and understanding in various aspects, including the clarity of assessment methods and the instructor’s approach to the course. Overall, the findings from this study support the recommendations for a multifaceted approach that integrates technology, personalized coaching, gamification, and varied pedagogical strategies to create engaging, transformative, and inclusive learning environments for Gen Z learners. The incorporation of interactive presentations, quizzes, practical exercises, peer evaluations, and real-world design projects was well-received by students and contributed to their engagement, motivation, and knowledge improvement.

Impact of the course on biophilic design knowledge and skills

The analysis of students’ familiarity with the terms “biophilia” and “biophilic design” at the beginning and end of the term indicates a notable shift in their comprehension. At the start of the term, a majority of respondents were not acquainted with these terms, with a significant number either undecided or expressing disagreement with their familiarity. However, by the term’s conclusion, there was a remarkable increase in familiarity with both concepts. For “biophilia,” the number of respondents familiar with the term rose considerably, from 9 at the beginning to 23 by the term’s end, with no disagreement or uncertainty recorded at the conclusion. Similarly, for “biophilic design,” familiarity surged notably, with 22 respondents indicating acquaintance at the term’s end, compared to 10 at the outset. These shifts underscore a significant improvement in students’ understanding and awareness of these fundamental concepts related to biophilic design throughout the course duration. This finding is supported by the strong consensus among the respondents, with 21 students strongly agreeing and 2 agreeing that they feel confident in their understanding of biophilic design. This indicates that the course has effectively imparted the necessary information and concepts related to biophilic design, enabling students to engage in discussions about it with others. This is an important outcome, as it demonstrates that the students have not only acquired knowledge but also the ability to communicate and share their understanding of biophilic design with their peers and beyond. Furthermore, the majority of respondents also expressed confidence in their ability to assess the built environment using the principles of biophilic design. This finding is significant as it suggests that the course has not only provided theoretical knowledge but has also equipped students with practical skills to apply these principles in real-world scenarios. The high number of students who feel confident in their ability to evaluate environments based on biophilic principles indicates that they have developed a strong understanding of how to analyze and assess the built environment through the lens of biophilic design.

Implications for IA and IAED education

The insights derived from the student co-design process within the interior architecture course present a rich tapestry of students’ perspectives, expectations, and preferences, offering profound implications for the realm of interior design education. Student’s alignment of assessment method preferences with specific assignment types, notably favoring project-based tasks, presentations, and written assignments, underscores the need for a diverse array of evaluation techniques catering to varying student preferences and strengths. These findings emphasize the importance of incorporating multifaceted assessment approaches to accommodate diverse student needs effectively. Leveraging the insights gleaned from focus group studies, the course structure was revamped to integrate interactive presentations, online quizzes, practical exercises, and peer evaluations, aiming to augment student engagement, motivation, and collaborative learning experiences. These adjustments reflect an alignment with students’ identified preferences and requirements, enhancing the overall pedagogical environment. In the realm of interior design education, these findings bear pivotal implications. The involvement of students in shaping course elements not only empowered their engagement but also streamlined the course content to meet their needs and motivations. The integration of interactive teaching methodologies, diverse assessment strategies, and avenues for peer interaction aimed to foster heightened student engagement, motivation, and ultimately, enriched learning outcomes within the IA and IAED curriculum. Moreover, the study’s broader implications resonate beyond the educational sphere. The students’ strong confidence in discussing biophilic design and applying it to varied contexts underscores the significance of interdisciplinary approaches in design education. Equipping students with transferable skills cultivates a comprehensive understanding of design principles, essential in the multifaceted domain of IA and IAED, where considerations encompass human well-being, spatial functionality, and environmental sustainability. The findings also suggest a potential cadre of competent professionals poised to advocate for and implement biophilic design principles within the industry. In conclusion, this study delineates the success of the course in imparting knowledge, nurturing critical thinking abilities, and enabling practical application of learning. Moving forward, it underscores the importance of continuous exploration and development of innovative teaching methodologies, advocating for immersive and experiential learning activities to enhance students’ grasp and application of biophilic design principles within the sphere of IA and education.

The purpose of this research was to investigate the impact of an elective course, designed collaboratively with student contributions and integrated with innovative learning methodologies, focused on biophilic design for interior spaces. Addressing specific research questions, this study examined the preparation process of the course, the influence of innovative learning methods on student participation, and the enduring impact of the course.

First, the study assessed the curricula of IA/IAED programs in Turkey and TRNC and found a significant educational gap, which was also supported by literature (Doğan, 2021 ). Only one university offered a dedicated course (Galata University, starting from 2023 to 2024 Fall Semester) and a few as part of sustainability-related courses. Therefore, to improve the improved student awareness and confidence in understanding biophilic design, indicating effective education advancement and real-world application readiness a newly introduced elective course was offered.

Additionally, the study aimed to evaluate how effective a course structure designed by students was in enhancing the long-term retention of biophilic design knowledge in interior spaces. It drew from research advocating for student-driven content to increase engagement and commitment, focusing on creating a more interactive learning environment. The study emphasized collaborative learning methods, group work, presentations, project-based assignments, and peer interactions by involving students in designing the course syllabus and analyzing their expectations through group sessions. The student-influenced course structure received positive feedback from end-of-term surveys, with students expressing satisfaction and active engagement, particularly appreciating group activities, peer assessments, and interactive formats such as quizzes.

Lastly, the research investigated the specific hurdles encountered by instructors teaching elective courses primarily attended by students from Gen Z enrolled in IA or IAED programs. These challenges encompassed addressing short attention spans, tendencies towards multitasking, and the need for technical proficiency. To mitigate these challenges, the study proposed potential solutions, including incorporating frequent breaks, employing interactive teaching methodologies, and providing targeted, concise assignments tailored to accommodate the unique traits of Gen Z learners. The study underscores the importance of utilizing an interactive course format, highlighting the significance of diverse teaching methods and technology in effectively engaging Gen Z students. The recommendations put forward, such as promoting active learning, creating collaborative spaces, and integrating technological tools like Genially and Gamma, are aligned with the preferences of these students. The integration of interactive presentations and quizzes on platforms like Quizizz served to motivate active participation, while the use of Miro for exercises fostered collaborative learning, resonating with students’ preference for group engagement and discussions. These strategic approaches significantly elevated student engagement and contributed to cultivating an inclusive and enriching learning environment.

Lastly and significantly, summarizing the instructor’s observations and dialogs with students during the pilot course, the use of interactive materials and methods significantly contributed to students’ engagement levels. Student feedback reflects a positive reception towards the interactive quiz format, contrary to their anticipation of traditional or system-based exams, finding the interactive format enjoyable and engaging. Personal observations indicate that students, being accustomed to short quizzes at the end of classes, consciously ensure their phones are charged before class and quickly review their notes or discuss potential questions during breaks. Furthermore, the activities conducted on Miro transformed into templates and content used by students in midterms and finals. Students have taken peer evaluations seriously, demonstrating fairness in the assessment process. Notably, there is alignment observed between the instructor’s grading and the grades derived from peer evaluations, even among students who have reported personal issues. Some students have gone above expectations, opening additional subsections for thorough grading in peer evaluations. However, despite these positive aspects, the success achieved in midterms was not replicated in finals due to scheduling conflicts during the final exam period and students’ prioritization of mandatory courses. Despite being informed that desk critics before the final submission influence their final grades, only a minimal group actively participated in all critiques.

Conclusively, this research underscores the vital role of student-inclusive and innovative courses in addressing educational gaps, emphasizing the need for dedicated biophilic design education in IA or IAED programs. By fostering interactive learning and addressing Generation Z’s learning needs, tailored courses can significantly enhance engagement and knowledge acquisition. This study encourages the integration of innovative teaching methods to create inclusive and engaging learning environments in design education.

Limitations of the pilot study

Since the course was offered as a faculty elective course in Near East University for the 2022–23 Spring Semester, only the proposed pilot elective course attracted a total of 26 students in the Turkish section and 11 students in the English section. Out of these, only 20 students attended the Turkish course for the entire semester, while 7 students attended the English course consistently. The relatively small sample size and the imbalance between the two language sections may affect the generalizability of the findings. However, while the numbers do highlight a relatively small sample size and an imbalance between the two language sections, these factors might not entirely undermine the validity of the findings. The consistent attendance of 20 students in the Turkish section and 7 students in the English section throughout the semester might actually provide a focused understanding of how interactive activities impact a committed subset of students. Furthermore, while the sample size could restrict the application of these findings to a wider population, it does not invalidate the insights gained from this specific group. Other research studies, as highlighted by Fernandez-Antolin et al. ( 2021 ), have also utilized similar approaches with smaller student cohorts. These attendance figures could still offer meaningful qualitative data regarding the effectiveness of hands-on activities in engaging students within the context of this pilot elective course. Also, the lack of technological infrastructure in the classrooms constrained the effortless delivery of innovative learning methods by requiring rapid solutions for those issues and another limitation despite high demand for a class trip, logistical constraints, including insufficient public transportation and a lack of support from the university, prevented the planning and execution of the trip. Last but not least, during the final exams, clashes with mandatory courses and students’ prioritization of these compulsory subjects resulted in a lack of success in finals. The limited time and attention dedicated to the elective course due to conflicting schedules may have impacted students’ performance and hindered a comprehensive assessment of their understanding and application of biophilic design concepts.

Recommendations for further course development and research

To pave the way for future course enhancements and comprehensive research there are several recommendations gathered from this study.

First of all, the inclination of 12 students towards selecting their own assignment types, while acknowledged during focus study and surveys, raises concerns about potential issues like sourcing adequacy for diverse assignment types or apprehensions regarding mutual grading accountability and perceived workload disparities among peers. Consequently, for the pilot course, assignment types were structured by the instructor. Moreover, for mid-term and final evaluations, student consultation at the course outset, leading to consensus-based decisions, was adopted. However, a future course iteration might permit students to choose their assignment types, necessitating the formulation of an assessment methodology. Additionally, as a recommendation for future terms, setting clearer final expectations earlier in the semester might allow students more time to prepare for finals. However, integration issues with other courses could arise, and students, due to their workload, might still defer final preparations until the last weeks or, as an alternative solution, reduce the percentage weight of finals and emphasize greater participation and completion of assignments throughout the term is believed to elevate the overall success level of the course.

Secondly, ensuring the successful integration of student-contributed syllabi and innovative pedagogical methods warrants a focused inquiry into teacher training and support mechanisms. Investigating the efficacy of teacher training initiatives and devising strategies to augment educators’ proficiency in fostering student engagement and learning within these frameworks would be pivotal. Moreover, the incorporation of more qualitative research tools such as interviews or focus groups for post-course reflections and feedback might diversify the nuanced perspectives, experiences, and hurdles encountered by students regarding student-contributed syllabi and innovative learning methods and those pedagogical methodologies implemented in this course, could potentially find applicability in other elective courses across the academic spectrum.

Last but not least, based on the instructor’s observation, it is advisable specifically for the biophilic design course to customize this course for upper-year students majoring in Architecture, IA/IAED. This is because students in their 1st and 2nd years may have limited technical knowledge and project development skills. Also, over time, students can cultivate their interest in elective courses with specific content such as this one, thereby the application of the course material in their project courses or their professional lives easier. In addition, if this course is offered during the Semester when the weather conditions are more favorable, it could facilitate more interaction by conducting classes outdoors and organizing field trips more easily.

Data availability

The data is accessible through Dataverse https://doi.org/10.7910/DVN/SFEGA5 .

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Department of Interior Architecture, Faculty of Architecture, Near East University, Nicosia, North Cyprus, Cyprus

Fulya Özbey & Simge Bardak Denerel

Department of Interior Architecture and Environmental Design, Faculty of Architecture, Yaşar University, İzmir, Türkiye

Fulya Özbey

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This article is primarily based on Fulya Özbey’s PhD dissertation, and Simge Bardak Denerel, as the second author, contributed as thesis advisor to the study.

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Correspondence to Fulya Özbey .

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The authors declare no competing interests

Ethical approval

The questionnaire and methodology for this study were approved by the NEU Scientific Research Ethics Committee (Ethics approval numbers: YDÜ/FB/2022/170 and YDÜ/FB/2023/193). All research was performed in accordance with the relevant guidelines of the NEU Scientific Research Ethics Committee.

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To obtain the ethics approvals, an example of informed consent is provided to the NEU Scientific Research Ethics Committee. After the approvals, both the focus group study and interviews were conducted face-to-face, with participants expressing consent through wet signatures. While the original forms are securely stored and can be presented upon request, they are not initially attached individually due to containing personal participant information. For the online course surveys, informed consent was presented at the beginning of the survey; however, given the need to maintain student anonymity, individual consent is not collected during online course surveys.

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Özbey, F., Bardak Denerel, S. Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture. Humanit Soc Sci Commun 11 , 1155 (2024). https://doi.org/10.1057/s41599-024-03559-4

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Received : 09 January 2024

Accepted : 31 July 2024

Published : 07 September 2024

DOI : https://doi.org/10.1057/s41599-024-03559-4

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