Designing elective courses for Generation Z in architecture and interior architecture education: A systematic literature review of pedagogical strategies, technologies, and implementation challenges
1 Yaşar University, Faculty of Architecture, İzmir, Türkiye
2 Near East University, Architecture Faculty, Nicosia, Turkish Republic of Northern Cyprus
Abstract
Design education is currently navigating a paradigm shift driven by the unique cognitive and digital profiles of Generation Z. Within the built environment disciplines, specifically architecture and interior architecture, the pedagogical requirements demand a distinct synthesis of spatial logic and human-centric empathy. This study employs a Systematic Literature Review (SLR) methodology, structured according to PRISMA 2020 guidelines, to investigate elective courses’ alignment with Generation Z preferences, the efficacy of emerging technologies, and curricular implementation constraints. Following a systematic funneling strategy, an initial pool of over 150 records was refined into 74 sources for broad thematic mapping and 16 core academic papers providing high-precision disciplinary evidence. Data were analyzed using iterative open and axial coding to ensure methodological transparency and traceability. The findings highlight a pronounced demand for learner-led autonomy and participatory curriculum design. Immersive technologies such as Virtual Reality (VR), Augmented Reality (AR), and Artificial Intelligence (AI) are found to significantly enhance spatial perception and engagement when integrated within active learning frameworks like Project-Based Learning. Furthermore, elective courses present critical opportunities for addressing wicked problems through interdisciplinary curricula and competency-based assessment. The study concludes that successful elective course design requires a “calculated flexibility” that balances innovative technological empowerment with structured academic rigor. These insights offer a scientifically traceable roadmap for aligning spatial design education with the expectations of the next generation of designers.
Ozbey, F., & Bardak Denerel, S. (2026). Designing elective courses for Generation Z in architecture and interior architecture education: A systematic literature review of pedagogical strategies, technologies, and implementation challenges. International Journal of Eurasia Social Sciences, 17(64), 895–906. https://doi.org/10.70736/ijoess.1767
📄Albadi, N., & Zollinger, S. W. (2021). Dominant learning styles of interior design students in Generation Z. Journal of Interior Design, 46(4), 49–65. [Crossref]
📄Almudhaf, S. (2017). Design for a sustainable future: An autoethnographic examination of practical applications of sustainability for design education (Doctoral dissertation, University of Minnesota).
📄Alqahtani, N., & Wafula, Z. (2025). Artificial intelligence integration: Pedagogical strategies and policies at leading universities. Innovative Higher Education. [Crossref]
📄Altunbay, M. (2018). The effects of elective courses on the personal development of prospective teachers. Universal Journal of Educational Research, 6(10), 2094–2100. [Crossref]
📄Aşkın, G. D. (2019). Gamification of design process in interior architecture education: Who? With whom? Where? How? SHS Web of Conferences, 66, 01040. [Crossref]
📄Auvinen, T., Hakulinen, L., & Malmi, L. (2015). Increasing students’ awareness of their behavior in online learning environments with visualizations and achievement badges. IEEE Transactions on Learning Technologies, 8(3), 261–273. [Crossref]
📄Bayhan, H. G., & Karaca, E. (2020). Technological innovation in architecture and engineering education: An investigation on three generations from Turkey. International Journal of Educational Technology in Higher Education, 17, 1–22. [Crossref]
📄Berkes, S. M. (2023). Preparing designers to tackle ‘wicked problems’: The role of research-based master education in design (Master’s thesis, Carleton University). [Crossref]
📄Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. [Crossref]
📄Burbano, A., Ulloa, G. V., Jaramillo, J., Villegas, N. M., Quintero, L. M., & Pachon, A. (2018, June). Engaging faculty in continuous improvement: The context of an ABET accreditation process. In 2018 ASEE Annual Conference & Exposition Proceedings. [Crossref]
📄Cash, K. (2015). Beyond LEED: Constructing a bridge to biomimicry for Canadian interior design educators (Master’s thesis, University of Manitoba).
📄Castillo, K. A. P. (2022). Combination of digital resources in the learning of English during the confinement period. Estudios Λambda. Teoría y Práctica de la Didáctica en Lengua y Literatura, 7(2), 22–48. [Crossref]
📄Chambers, A. W., & Harkins-Monaco, E. A. (2023). Increasing student engagement with self-assessment using student-created rubrics. Journal of the Scholarship of Teaching and Learning, 23(2), 96–99. [Crossref]
📄Chardonnens, S. (2025). Adapting educational practices for Generation Z: Integrating metacognitive strategies and artificial intelligence. Frontiers in Education, 10, 1504726. [Crossref]
📄Cilliers, E. (2017). The challenge of teaching generation Z. PEOPLE: International Journal of Social Sciences, 3, 188–198. [Crossref]
📄Darbellay, F. (2024). When interdisciplinarity meets creativity: Exploring interdisciplinary creative teaching in the 21st century. In R. Szostak (Ed.), Handbook of interdisciplinary teaching and administration (pp. 317–339). Edward Elgar Publishing. [Crossref]
📄Dobrowolski, Z., Drozdowski, G., & Panait, M. (2022). Understanding the impact of Generation Z on risk management: A preliminary view on values, competencies, and ethics of Generation Z in public administration. International Journal of Environmental Research and Public Health, 19(7), 3868. [Crossref]
📄Dovgalyuk, A. I., Nebesna, Z. M., & Redko, O. S. (2024). Educating future healthcare professionals: Teaching the elective course “Cell Technologies in Medicine.” Medychna Osvita, 2, 97–101. [Crossref]
📄Fernandez-Antolin, M.-M., del Río, J. M., & Gonzalez-Lezcano, R.-A. (2021). The use of gamification in higher technical education: Perception of university students on innovative teaching materials. International Journal of Technology and Design Education, 31(5), 1019–1038. [Crossref]
📄Furniss, L. (2020). Beyond discipline: Positioning design practice and education for the twenty-first century (Doctoral dissertation, Birmingham City University).
📄Gayah, V., Zappe, S., & Cutler, S. (2020). Personalized learning plans for prerequisite materials in a senior-level traffic engineering course. In 2020 ASEE Virtual Annual Conference Content Access Proceedings (Paper No. 35051). [Crossref]
📄Ghonim, M., & Eweda, N. (2018). Investigating elective courses in architectural education. Frontiers of Architectural Research, 7(2), 235–256. [Crossref]
📄Hafizi, N. (2024). Enhancements in design education by integrating advanced learning technologies (AR/VR) in architectural schools. Open House International. [Crossref]
📄Hampton, D., & Keys, Y. (2016). Generation Z students: Will they change our nursing classrooms? Journal of Nursing Education and Practice, 7(4), 111–114. [Crossref]
📄Hampton, D., Welsh, D., & Wiggins, A. T. (2020). Learning preferences and engagement level of Generation Z nursing students. Nurse Educator, 45(3), 160–164. [Crossref]
📄Hanna, A., & Conner, L. (2024). Designing and developing an interactive syllabus for e-business training as part of design-based research. Education Journal, 13(4), 191–198. [Crossref]
📄Hsieh, H.-J. (2023). Blended learning with mobile learning tools in financial curricula: Challenges, opportunities, and implications for student engagement and achievement. International Journal of Learning, Teaching and Educational Research, 22(12), 368–388. [Crossref]
📄Huang, W. (2019). A needs analysis approach to the design of college English elective courses: A descriptive account of Chinese college students’ needs. In Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). [Crossref]
📄Ishak, N. M., Ranganathan, H., & Harikrishnan, K. M. (2022). Learning preferences of Generation Z undergraduates at the University of Cyberjaya. Journal of Learning for Development, 9(2), 331–339. [Crossref]
📄Islam, Z. (2019). Constructivist digital design studio with extended reality for effective design pedagogy. Design and Technology Education: An International Journal, 24(3), 52–76.
📄Ivashchuk, A., & Ryzhko, O. (2023). Practices of the “personal producing” course teaching in the student-centered learning context. State and Regions. Series: Social Communications, 1(53), 117–123. [Crossref]
📄Kaur, A. W. (2021). “Dope syllabus”: Student impressions of an infographic-style visual syllabus. International Journal for the Scholarship of Teaching and Learning, 15(2). [Crossref]
📄Kavak, E. (2025). Using virtual reality (VR) in interior design visualization. Next Generation Journal for the Young Researchers, 8(1), 163–170. [Crossref]
📄Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. [Crossref]
📄Kumar, D. (2025). The future of design education—The real shift. In A. Chakrabarti, V. Singh, & S. Acharya (Eds.), The future of design education (pp. 1–20). Springer Nature Singapore. [Crossref]
📄Lee, C.-W. (2025). Application of generative artificial intelligence in design education: An exploration and analysis to enhance student creativity. In 2024 4th International Conference on Social Sciences and Intelligence Management (SSIM 2024) (Vol. 98, p. 29). Engineering Proceedings. [Crossref]
📄Lehtonen, M. J., Kauppinen, T., & Sivula, L. (Eds.). (2023). Design education across disciplines: Transformative learning experiences for the 21st century. Springer International Publishing. [Crossref]
📄Li, T., Hu, H., Ma, H., Ma, J., & Li, Q. (2025). Using virtual reality to enhance learning performance and address educational resource disparities in architectural history courses. Sustainability, 17(3), Article 866. [Crossref]
📄Marin, K. A., & White, S. J. (2023). Generation Z goes to math class: How the effective mathematics teaching practices can support a new generation of learners. School Science and Mathematics, 123(1), 31–37. [Crossref]
📄Marshall, A. L., & Wolanskyj-Spinner, A. (2020). COVID-19: Challenges and opportunities for educators and Generation Z learners. Mayo Clinic Proceedings, 95(6), 1135–1137. [Crossref]
📄Martin, M. S., Hugues, R. E., & Puliatte, A. (2019). The use of cloud-computing to promote collaborative learning in higher education. In Preparing the higher education space for Gen Z (pp. 32–45). IGI Global. [Crossref]
📄McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729–740. [Crossref]
📄Md Khalid, N., Senom, F., Muhamad, A. S., Mansor, N. M. F., & Saleh, N. H. (2023). Implementation of PERMA model into teaching and learning of Generation Z. International Journal of Learning, Teaching and Educational Research, 22(9), 423–441. [Crossref]
📄Morris, T. H. (2020). Experiential learning: A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. [Crossref]
📄Moussa, R., & Kandil, A. (2024). Evaluating interior space perception using virtual reality. International Journal of Innovative Science and Research Technology, 9(7), 2764–2770. [Crossref]
📄Nowinowski, I. S. (2020). Student collaborations in introductory statistics courses: A network study (Master’s thesis, University of Rhode Island).
📄Opriș, I., & Cenușă, V.-E. (2017). Subject-spotting experimental method for Gen Z. TEM Journal, 6(4), 683–688. [Crossref]
📄Özbey, F., & Bardak-Denerel, S. (2024). Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture. Humanities and Social Sciences Communications, 11(1), Article 1155. [Crossref]
📄Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLOS Medicine, 18(3), Article e1003583. [Crossref]
📄Peters, D. M., Jarrell, K. L., Johnson, M. R., & Brophy, G. M. (2023). Is a FASTHUG enough? Going beyond mnemonics for the next generation of pharmacy learners. Journal of the American College of Clinical Pharmacy, 6(5), 512–520. [Crossref]
📄Petruska, S. E., Mucenski, L. E., & Patel, P. D. (2015). Medical students as teachers: Curriculum for a longitudinal, interdepartmental elective for fourth year. Obstetrics & Gynecology, 126(Suppl. 4), 42S–43S. [Crossref]
📄Pistolesi, M., & Libin, Y. (2025). A new perspective on interior design teaching methods: Linking human-centered design to human health and well-being. In A. Varma, V. Chand Sharma, & E. Tarsi (Eds.), Proceedings of the 2nd International Conference on Trends in Architecture and Construction (Vol. 527, pp. 1407–1423). Springer Nature Singapore. [Crossref]
📄Poláková, P., & Klímová, B. (2019). Mobile technology and Generation Z in the English language classroom: A preliminary study. Education Sciences, 9(3), Article 203. [Crossref]
📄Primrose, K., & Alexander, C. R. (2013). Curriculum development and implementation: Factors contributing towards curriculum development in Zimbabwe higher education system. European Social Sciences Research Journal, 1(1), 55–65.
📄Pueschel, A., Johnson, R. C., & Dhanani, L. Y. (2020). Putting Gen Z first: Educating with a generational mind-set. Industrial and Organizational Psychology, 13(4), 594-598. [Crossref]
📄Purnomo, A., Ratnawati, N., & Aristin, N. F. (2016). Pengembangan pembelajaran blended learning pada Generasi Z. Jurnal Teori dan Praksis Pembelajaran IPS, 1(1), 70–76. [Crossref]
📄Puttock, R. Z. (2025). Teaching carbon neutral design in North America: Twenty award-winning architectural design studio methodologies. Taylor & Francis. [Crossref]
📄Rost, G. G. (2024). A human-centered design and design thinking case study: Unfolding a university and rural school district partnership (Doctoral dissertation, University of Illinois Urbana-Champaign).
📄Şahin, P., Çalışkan, A., Hacıtahiroğulları, Z. V., Ceylan, S., Çatak, G., & Masalcı, S. Z. (2024). A comparative study on the VR experience of students in a digital documentary game. Journal of Metaverse, 4(1), 33–42. [Crossref]
📄Saxena, M., & Mishra, D. K. (2021). Gamification and Gen Z in higher education: A systematic review of literature. International Journal of Information and Communication Technology Education, 17(4), 1–22. [Crossref]
📄Shatto, B., & Erwin, K. (2016). Moving on from millennials: Preparing for Generation Z. The Journal of Continuing Education in Nursing, 47(6), 253–254. [Crossref]
📄Shrivastava, S. K., & Shrivastava, C. (2024). New reforms in Indian higher education: Rethinking the education model. Indian Journal of Social Science and Literature, 4(1), 10–15. [Crossref]
📄Shtepura, A. (2022). Main characteristics and stereotypes of Generation Z: Analysis of foreign experience. Comparative Professional Pedagogy, 12(1), 86–93. [Crossref]
📄Shumylo, M. Y. (2019). The role of elective courses in higher medical education during pre-clinical years. Science and Education a New Dimension, 7(209), 45–48. [Crossref]
📄Soraya, K., & Pedo, V. (2021). Generation Z motivating learning approach and activity in oral performance development: Professional-work-context project. In Proceedings of the International Joint Conference on Arts and Humanities (pp. 534–539). [Crossref]
📄Spooner, J. J., & Kennedy, D. R. (2017). An elective course to foster interest in academic pharmacy career opportunities. American Journal of Pharmaceutical Education, 81(1), Article 13. [Crossref]
📄Surif, J., Ibrahim, N. H., & Mokhtar, M. (2013). Implementation of problem based learning in higher education institutions and its impact on students’ learning. In PBL Across Cultures (pp. 66–73).
📄Tang, S., Smith, J., Lau, W., Tse, I., Tan, C., Cotten, R., … et al. (2017). Managed care peer-led teaching: An innovative learning approach outside the college of pharmacy core curriculum. Journal of Managed Care & Specialty Pharmacy, 23(7), 755–759. [Crossref]
📄Wang, J. (2014). The research on university curriculum reform for innovative talents cultivation. In Proceedings of the International Conference on Education Reform and Modern Management (pp. 9–12). [Crossref]
📄Wardi, R. H., Hassan, M. H., Mohd Yusof, U. Z., & Rosman, R. (2025). Gen Z’s learning preferences in creative design: A conceptual framework. Quantum Journal of Social Sciences and Humanities, 6(3), 332–343. [Crossref]
📄Whelpley, R., & Feurer, A. (2019). An interdisciplinary collaboration: Development of an opioid crisis elective for BSN and RN-to-BSN students. Journal of Nursing Education, 58(6), 360–363. [Crossref]
📄Wijaya, E. S., & Dharmatanna, S. W. (2024). Wellbeing study in architectural design studio for Generation Z student. IOP Conference Series: Earth and Environmental Science, 1301, Article 012015. [Crossref]
📄Yee, T. Y., & Yoon, M. T. (2018). Evaluation of cooperative learning: Does it enhance learning among the Gen Z learners? In Proceedings of the International Conference on Education, 4(1), 28–38. [Crossref]
📄Zereyalp, S. A., & Buğra, C. (2019). What if we involve students in syllabus design in an elective academic translation skills course? In Energizing Teacher Research.
📄Zhao, X., & Wang, X. (2022). The influence of college entrepreneurship education system on the cultivation of applied innovative talents. Frontiers in Psychology, 13, Article 844234. [Crossref]
,
Simge Bardak Denerel2