VIRTUAL New Schools of Thought

Abstract

In response to the evolving landscape of 21st-century education, interior design pedagogy faces a transformative juncture. This paper explores innovative approaches that integrate digital transformation with critical pedagogies, reshaping how interior design is taught and practised. Central to this inquiry is the synthesis of digital fabrication techniques with creative teaching methodologies. By blending advanced manufacturing technologies such as 3D printing and laser cutting with hands-on craft techniques like folding, tessellating, and sectioning, educators can foster a deeper engagement in critical thinking among students. Drawing on a case study of a collaborative project, this research examines how students conceptualise and execute design solutions that bridge the gap between traditional craftsmanship and digital innovation. Through iterative prototyping and interdisciplinary collaboration, students explore new avenues for spatial design, emphasising sustainability, user-centred approaches, and aesthetic innovation. The findings highlight the transformative impact of integrating digital technologies within the curriculum, encouraging students to challenge conventional design paradigms and envision future-forward solutions. This study underscores the role of interior design education in preparing students to navigate complexities in an increasingly digital and interdisciplinary design environment. This paper contributes to ongoing discussions on inclusive pedagogy, student-centred learning, and the adaptation of curriculum to meet the needs of a rapidly evolving digital landscape. By bridging traditional craftsmanship with cutting-edge digital tools, the outcomes ultimately advocate for a holistic approach to teaching that cultivates critical thinking, creativity, and technical proficiency, positioning students as agents of change in shaping the future of interior design practice.