Abstract

Design is a conceptual manifestation of spatial ideas that ultimately becomes a practical experiment. Each design presents its own nature and challenges, aiming to address specific problems in distinct ways. The hypothetical and practical intervention of design need to be formulated together, laying the foundation for research. Various designers may find it difficult to express design because much of the design process is natural and non-conscious, relying on representations and implied knowledge rather than explicit and logical thinking. This article examines the evolution of interior design from a predominantly aesthetic discipline into one guided by structured methodologies. It also investigates the multidimensional impact of research and practice on psychological, functional, and social paradigms, leveraging insights from both design academicians and industry experts. It underscores the significance of cultivating creativity and design skills through a comprehensive approach that spans the entire academic/design journey. The focus is on structuring pedagogy right from the beginning of the curriculum to ensure students are equipped with industry-ready skills, meeting the evolving demands in the field of interior design. By redefining the meaning and boundaries of traditional aesthetics, this work aims to uplift interior design holistically so that it enriches the quality of life within the built environment. The study results encompass a restructuring of interior design pedagogy, achieving uniformity across levels, acknowledging project scale variations, emphasizing real-time client and site incorporation, addressing social concerns through selection of thrust area, employing comprehensive feasibility and case studies, advocating thematic case studies for design principles, involving experts and industry throughout a phased design approach, fostering signature style/theme crafting, integrating visual narratives, implementing academic reviews in stages, and cultivating skills comprehensively.