Design Studio Research Articles

In the current context of global environmental crisis, graphic design faces the urgent need to rethink its practices from an ecological perspective. This dissertation focuses on exploring ecological graphic design as a powerful communicative tool for fostering environmental sustainability. Through critical literature analysis, the study examines the use of sustainable materials—such as recycled paper, biodegradable inks, bioplastics, and FSC certifications—and their impact on both production and consumer perception. Concurrently, it investigates how an innovative visual language—including emotional narratives, visual metaphors, aesthetic minimalism, and dynamic infographics—can significantly enhance the effectiveness of environmental messages. The research argues that graphic design not only serves an aesthetic function but also acts as an agent of change by influencing consumer behavior through tailored communicative strategies. In this sense, a methodological framework integrating theory and practice is proposed, highlighting the importance of ethical decisions at every stage of the design process, from material selection to the formulation of visual narratives capable of generating empathy and social engagement. Furthermore, international case studies are presented, demonstrating how brands and design studios have successfully incorporated sustainable criteria into their creative processes, achieving both ecological and commercial impact. The research concludes that ecological graphic design has the potential to act as a bridge between environmental ethics and effective communication, provided it is underpinned by reflective, collaborative, and culturally contextualized practices. Finally, recommendations for future research are offered, including the need for comparative studies, the curricular integration of sustainability into designer training, and interdisciplinary collaboration with behavioral sciences.

OVERVIEW: Due to uncertain contexts, organizations struggle to foresee innovation opportunities that are plausible and desirable to society and the environment. Speculative design, with its ability to leverage artifacts to spark discourse, can complement corporate foresight approaches to envision plausible and desirable futures. A case study of two global design studios unveils a three-step process to foresee and design futures (augmenting, reflecting, and redirecting), and unpacks six roles of speculative artifacts within the process. The study findings provide effective levers for practitioners willing to manage speculative projects.

This paper presents a comprehensive framework for studio acoustic design, featuring an innovative and freely available tool for designing perforated resonators. Existing approaches to studio acoustics often require expensive software and equipment; however, our methodology integrates accessible tools with a new solution that automatically generates optimized resonator parameters and CNC-ready manufacturing files based on measured modal frequencies. The framework provides a complete design workflow that includes finite element analysis, ray tracing, and measurement tools. The custom software streamlines the critical process of controlling modal resonance by translating identified problematic frequencies into practical design specifications, effectively bridging the gap between acoustic analysis and implementation. We have validated our methodology through various studio design projects, demonstrating that detailed acoustic analysis and optimization can be achieved using accessible tools. The automated resonator design tool, offered as a free solution, enables acousticians to efficiently implement precise modal control, thereby advancing the practical application of acoustic treatment in studio environments.

Evaluating AI-generated design solutions in a basic design studio

For medieval builders, drawing was not the visual projection of an idea already fashioned in the intellect – as implied by the synonymy of drawing and design in disegno – but a craft of weaving with lines. (Ingold, 2013, p. 66) This paper presents the conceptual foundations of the work developed by the students of the Design Studio 1 course, in the first semester of the first year, reading for a Bachelor’s degree in Architectural Studies at the IE School of Architecture and Design (Segovia and Madrid, Spain). The course is framed as an anthropology of the everyday oriented studio, under the title: Reimagi(ni)ng the Domestic Space The studio begins with the students actively turning their senses to the minimal acts of everyday life, both in relation to the objects that populate it and to the body that inhabits it. Beginning with a domestic object chosen in relation to their memories and desires, and through an extensive hands-on process based on the performative interaction between the object and their bodies, the students reenact this interaction in movement to construct an intimate space through drawing and model making. In a sequence that moves from a simple domestic object, to the body that perceives and manipulates it, to the embodied actions that result from this relationship to the object, to the interactions with the other inhabitants of the domestic environment, the complex spatial network of relationships thus created ultimately builds a rich and multilayered architectural space from within. Was this the concept or the title? If this is the title of the course, it should be italicized. Please confirm and adjust formatting as needed.

Impact of implementing digital tools in the basic design studios on the students’ design process in the following years

Evidence-based acoustic retrofit of open-plan design studios: Improving vocal effort, speech intelligibility, and privacy

A quantitative study of perception on issues and barriers to integration of history of architecture in architectural design studio

Advances in design studio critique techniques: a narrative review on innovative critique models and lessons for improving architecture education

In Indonesia’s Merdeka Curriculum, which emphasizes student-centered and technology-integrated learning, junior high school students often struggle with descriptive text writing due to limited visualization and engagement. Traditional methods fall short in supporting the development of observational and expressive writing skills. This study employed a Research and Development (RD) design using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to create an interactive digital learning tool. The tool integrated Canva Site for instructional design and Assemblr Studio Web for augmented reality (AR)-based 3D object visualization. The product underwent expert validation (media, linguistic, and instructional) and was tested on 21 eighth-grade students to assess practicality and effectiveness. Validation scores indicated high quality: 96% (media), 80% (language), and 95% (instruction). Practicality testing yielded a 90.53% acceptance rate, showing strong usability and engagement. A paired sample t-test revealed a statistically significant improvement in students' descriptive writing performance (p = 0.000), demonstrating the tool’s effectiveness in enhancing writing outcomes. The integration of visual and AR elements supported multimodal learning and stimulated richer descriptions, aligning with Mayer’s multimedia learning theory and Vygotsky’s sociocultural framework. This approach also reinforced the goals of the Merdeka Curriculum by promoting creativity, critical thinking, and digital literacy. The study presents a valid, practical, and effective model for integrating Canva and Assemblr in language instruction, offering a replicable solution to improve descriptive writing skills through immersive digital media.

The Navajo Nation faces critical challenges in developing housing that is resilient to climate change while honoring cultural heritage. Socio‐economic disparities, limited infrastructure, and extreme environmental conditions demand innovative solutions that integrate sustainable practices with traditional Navajo values. This study critically examines the potential of smart design‐build technologies to create resilient, culturally appropriate housing tailored to the Navajo Nation’s unique needs, while interrogating the normative assumptions that often accompany Western frameworks of sustainability and innovation. This research combines a multidisciplinary literature review with a graduate‐level design studio’s explorative and applied insight. The literature review synthesizes advancements in sustainable technologies—such as off‐grid power systems, alternative materials, and participatory design methods—through a decolonial lens that challenges dominant planning paradigms. A conceptual framework was constructed to evaluate the intersection of cultural coherence, technological viability, material sustainability, socio‐environmental adaptability, and governance. Off‐grid solutions, including solar panels and wind turbines, offer clean energy alternatives, while locally sourced materials, like earth‐based and carbon‐environmentally informed additive manufacturing solutions, provide cost‐effective, low‐carbon options suitable for the arid climate. The study emphasizes participatory design, engaging local communities in developing housing solutions that align with cultural values and modern needs. By combining traditional Navajo architectural principles—such as circular forms and earthen materials—with smart technologies, the resulting designs are resilient, sustainable, and socially relevant. The design studio component enabled graduate students to explore speculative housing prototypes grounded in this framework, evaluated in dialogue with Navajo cultural liaisons and contextual constraints, thereby centering Indigenous perspectives in both process and output. The findings contribute to the broader discourse on smart, resilient infrastructure, offering insights for policymakers, designers, and funders to support localized, culturally and environmentally informed housing solutions in Indigenous communities.

This article examines the impact of AI on creativity in industrial design. The study employs a mixed-methods approach, analysing design portfolios and surveying designers, to investigate how AI tools, particularly generative AI, impact the design process from ideation to prototyping. It examines whether AI serves as a creative partner or a force for standardisation. The findings reveal that AI accelerates the ideation phase, allowing designers to generate a greater volume of diverse concepts quickly. This rapid exploration can lead to more robust design solutions. However, the study also identifies a risk of design homogenisation, as AI-generated outputs tend to converge on specific aesthetic trends. The most creative results occur when designers use AI as a "co-pilot," actively guiding the tool and blending its outputs with their own unique human insights. This research provides practical insights for design studios and educators on how to effectively leverage AI to enhance creative potential while mitigating the risks of standardisation.

ABSTRACT As service designers increasingly deal with complex systems, large-scale and multi-layered transformations and community-based initiatives, design education must evolve to adequately support students in tackling planetary challenges and navigating uncertainty, complexity, and ambiguity in their practice. This article reports on a qualitative study that investigates how service design studios can integrate systemic and long-term perspectives to foster societal transformations, particularly in urban contexts. Drawing on an action-research approach, the study analyses two design studios. It identifies five service design education challenges: cultivating designing learning communities, aligning futures’ agendas, redefining power dynamics, embedding reflexivity, and embracing discomfort. These findings contribute to the scholarly dialogue about the evolving role of service design education, offering insights for educators and practitioners who aim to strengthen its transformative potential, particularly in addressing complex issues where navigating uncertainty is essential.

Development and validation of a design process assessment scale for architectural design studios

The authors would like to make the following corrections to the published paper [...]

Abstract This article investigates the pedagogical effectiveness of an active learning strategy in first‐year design education. Focusing on the design and implementation phases of ARCH 101 Design Studio, it examines students' experiences with the strategy, including both positive and negative outcomes. As a qualitative study, this research is grounded in first‐hand observations and reflections by studio tutors, complemented by data from an online survey administered to enrolled design students. The active learning strategy developed for ARCH101 Design Studio was based on three tactics: (1) learning by experience, (2) learning by doing, and (3) learning through reflection. The study findings demonstrate that the implemented strategy effectively cultivated critical, creative, abstract and holistic thinking abilities among students. Moreover, it facilitated hands‐on learning as a catalyst for abstraction and idea generation. The active learning strategy also facilitated a shift in students' perspectives on learning, encouraging them to reflect on their learning processes within a fundamentally different pedagogical context. Students progressively assumed expanded roles and responsibilities while collaboratively creating a dynamic learning environment within the ARCH 101 Design Studio. This process was characterised by both self‐directed and collaborative learning activities. The findings of this study can inform the development of strategies to enhance first‐year design students' active engagement in the learning process. By providing insights into students' experiences, this research can contribute to the design pedagogies that effectively address the unique challenges faced by novice design learners.

The rapid advancements in Artificial Intelligence (AI) are profoundly reshaping various professional domains, including architecture and interior design. This paper studies the innovative applications and significant implications of integrating AI tools into the teaching of interior architecture design studios. Drawing on recent empirical studies, this discussion explores how AI can enhance creative processes, optimise design analysis, foster immersive learning environments, and prepare students for an evolving industry landscape. The review highlights specific AI functionalities, such as generative design, predictive analytics, and virtual reality integration, and examines their pedagogical benefits, including personalised feedback, improved efficiency, and expanded design possibilities. Furthermore, the paper addresses the challenges and ethical considerations associated with AI adoption in design education, proposing strategies for effective implementation to cultivate a new generation of design professionals adept at leveraging cutting-edge technology.

Post-production studios (mixing/editing rooms) require precise acoustic control to ensure sound fidelity and user comfort. Traditional acoustic treatments (bass traps, absorptive panels, diffusers) often face challenges such as bulky installations and limited low-frequency absorption. Recently, acoustic metamaterials engineered, subwavelengthstructured materials have emerged as innovative solutions. These materials exhibit unusual acoustic properties (e.g. negative effective density, resonant absorption) that enable strong low-frequency attenuation in thin panels. This paper reviews current research on metamaterials relevant to studio acoustics, analyzes design considerations (room geometry, diffusion, absorption) in post-production environments, and proposes integrated solutions. We build upon a case study thesis of a Lagos film studio and global literature on metamaterials. The analysis discusses acoustic challenges (reverberation control, isolation, speech clarity) in studio contexts and how metamaterial-based absorbers/diffusers can address them. A methodology combining literature review with acoustic modeling is described. In the Results/Discussion, we include a comparative table linking common acoustic problems to metamaterial solutions, supported by recent studies. The paper concludes that integrating metamaterials with optimized room geometry can significantly improve studio performance, though practical implementation (fabrication and installation) remains an active research area. acoustics; User comfort; University lecture halls; Nigeria; Acoustic design; Higher education architecture.

Originality is a contentious phenomenon that requires analysis in the increasingly homogenized environments and productions of the contemporary world. In disciplines closely associated with originality and creativity, such as architecture, these discussions often begin in educational settings. This study aims to conduct a conceptual analysis of what originality signifies before exploring its pursuit in architectural design studios, which are fundamental to architectural education. In this context, the meta-research conducted in the study establishes a theory-driven qualitative research methodology that includes systematic literature review, bibliometric analysis, findings, and implications. Findings derived in parallel with the methodology reveal the components influencing originality in architectural design studios, the contentious issues, and potential clues for addressing these challenges. The study seeks to establish a significant and original place in the literature by understanding how the topic has been addressed, exploring different interpretations, and identifying areas and issues that warrant further investigation in the future.

Sustainable design in architecture is a dynamic and evolving field as it continuously adapts to address the challenges of contemporary environmental issues. In doing so, it would stand to reason that there are several themes architecture programs must undertake in order to educate future architects effectively. One of the themes that continues to gain momentum in the realm of sustainable design, which is particularly evident in the Architecture Design Studio Course Projects, is that of residential architecture, commercial architecture, and urban landscapes integrating Biophilic Design principles. This is a great tool for architecture students to understand the basics of sustainable design. Nevertheless, realizing the fundamental first step in teaching students. So, they might reconnect with nature and teach them about the intrinsic value of the natural world. In this context, it is important to introduce in the curriculum other design topics, such as Modern Sustainable Farms, which offer the right context to accomplish this by becoming a place where students integrate practices that not only minimize the environmental impact of a modern farm but also enhance the resource efficiency and ensure the long-term viability of the farm. To assess the success metric of the course and the topic, the Accreditation Board for Engineering and Technology (ABET) methodology is adopted. The results were promising. The end of semester assessment findings indicate that defined Course Learning Outcomes (CLOs) have been achieved over 70%, and it is satisfactory. Additionally, selected ABET student outcomes (SOs) clearly show that 82% of the students reached developing and 18% reached a proficient level.