Enhancing Interior Design and Staff Experiences in Academic Workspaces through Design Thinking

Document Type : Original Article

Author

October University for Modern Sciences and Arts - MSA

Abstract

This study investigates the application of the design thinking methodology to enhance the quality and functionality of a staff room in an academic institution. Through a participatory design approach, the study engaged academic staff in focus group discussions to understand their needs, frustrations, and aspirations. Data were further supported by visual documentation of the space, observational analysis, and iterative prototyping phases. A series of interventions were proposed and implemented using the available furniture and spatial resources, with feedback loops incorporated at each stage to refine solutions collaboratively.

The design thinking process—empathize, define, ideate, prototype, and test—was employed not just as a methodology, but as a mindset to promote inclusive and human-centered spatial improvement. Findings demonstrate significant enhancements in staff comfort, privacy, and functionality, as well as increased usage and spatial engagement. The intervention created a more cohesive environment, aligning with principles of user-centered interior design.

Ultimately, this research highlights the transformative potential of design thinking in educational workplace settings. It contributes to the growing discourse on participatory design within interior environments, showcasing how collaborative design can directly improve employee satisfaction, well-being, and productivity in academic contexts.

Keywords

References

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International Design Journal
Volume 15, Issue 5 - Serial Number 68
September and October 2025
Pages 421-429

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