Integrating Interdisciplinary Knowledge in Interior Design Studio Courses: A Comparative Analysis of Single-Teacher and Multi-Teacher Instructional Methods
This study explores integrating interdisciplinary knowledge in studio practice courses within higher education's interior design programs, focusing on comparing the effectiveness of single-teacher and multi-teacher educational models to assess their application in the field. As educational environments evolve, interdisciplinary integration becomes increasingly evident, requiring a systematic comparison of different teaching models to determine which promotes student learning and creativity development more effectively. The study sets three objectives: to evaluate the effectiveness of single-teacher versus multi-teacher education in interdisciplinary integration, to analyze students' learning experiences under different teaching models, and to investigate the impact of teachers' professional backgrounds and experiences on teaching performance. The hypothesis suggests that the multi-teacher model is more effective in promoting interdisciplinary knowledge integration, with students experiencing more positive learning outcomes and enhanced creativity, and teachers' performance significantly influenced by their professional backgrounds and experiences. The research employs an experimental design with 120 interior design students, divided into an experimental group taught by four teachers and a control group taught by one teacher, ensuring consistent learning content. Data collection includes surveys, observations, interviews, and assessments, using quantitative and qualitative analysis to ensure reliable conclusions. The results will provide empirical evidence for course design, teacher training, and interdisciplinary teaching, supporting educational reform and development.