Purpose: Interior architecture is based on theoretical, practical, and practice-based knowledge associated with other design disciplines that form a multidisciplinary framework. The aim of this study is to evaluate the art, science, and technical competencies that form the basis of knowledge and skills for the students within interior architecture education in Turkey. The other discussion is to what extent the courses provided during education meet the basic learning outcomes and provide for the professionals as part of the multidisciplinary study.
Research Methods: Courses included in educational programs are categorised under ‘theoretical/ theoretic’, ‘artistic/aesthetic’, and ‘technical/ practical’, and are taken as a basis in the study, and the ratios and quantitative response values are determined. Besides, the joint readings of the subject are obtained by the interviews conducted with professionals.
Findings: In the research, the numerical data of the courses related to art and aesthetic values, and the courses aiming at the application by transferring technical knowledge are obtained. The theoretical course workload yielded higher values. For findings related to the basic competencies acquired by the professional interior architects, there is the problem with ‘technical expression’ and ‘experience in practice’ within education.
Implications for Research and Practice: The discussion of the standardisation through the educational programs should be avoided with a flexible approach. The consistency will be ensured through training practices and collaborations aimed at professional practices. In the future, collaborations for professionalism and studies in education and practice will play a supporting role after the graduation of students.
Keywords: Interior Design, Design Education, Multidisciplinary Work, Professional Competence