Teaching Model to Enhance Environmental Awareness for Interior Design Undergraduate Students in Chengdu, China

Abstract

Globalization has exacerbated environmental issues like climate change and resource depletion, prompting the international community to focus on sustainable development since 1992, with the United Nations adopting 17 goals in 2015. This research aims to elucidate the stage and requirements for environmental awareness in interior design courses, develop and focus on teaching the model of interior design to enhance environmental awareness, and confirm the effectiveness of the interior design model in increasing environmental awareness. The study aims to use a Mixed Methods Research (MMR) approach. Phase One involves collecting and analyzing data, while Phase Two involves developing a new teaching model. The research sample consists of 17 undergraduate institutions in Chengdu that specialize in interior design, and the respondents are undergraduate students from grades 1 to 4 and graduates who have been involved in interior design for 1 to 5 years. The research instruments include surveys, semi-structured interviews, and focus group discussions. The data were analyzed using frequency distribution, percentage, mean, standard deviation, and priority demand index. The results indicate: 1) Firstly, the most pressing need is to enhance work-integrated learning (WIL) opportunities, as students show significant deficiencies in this area; secondly, there is a substantial lack of knowledge and skills related to Education for Sustainable Development (ESD); the third area is the Project-Based Learning (PBL) teaching method, which received a moderate level of recognition. Lastly, students performed well in terms of attitudes and values, demonstrating a strong recognition of the importance of environmentally friendly design, indicating that the demand in this aspect is the least urgent. 2) The developed methodology encompasses seven key components, including knowledge, skills, innovative teaching methods, practice-oriented learning, teacher development and support, and student autonomous development. 3) The model's suitability rating was 4.51–5.00, indicating that it was very suitable; the feasibility rating was 4.51–5.00, indicating a very high likelihood of successful implementation.