Transforming Design Education

<b>Background: </b>This research examines the evolution of design studio education at Ahlia University, Bahrain, with a focus on the shift from objectivist to constructivist approaches in the third-year interior design studio.<b> Purpose: </b>The study aims to incorporate the National Qualifications Framework's Intended Learning Outcomes (ILOs) to develop a blended framework that combines traditional and innovative teaching methods.<b> Methods: </b>Utilizing both qualitative and quantitative methods, including personal observations and student surveys, the research examines the impact of constructivist teaching on student engagement, critical thinking, and teamwork.<b> Findings: </b>The results highlight notable limitations of the traditional master-apprentice model, which often restricts creativity and independent thinking. Conversely, a constructivist approach promotes active participation and collaboration, resulting in improved learning outcomes and a more substantial alignment with employability skills.<b> Implications: </b>The findings suggest that design education should incorporate real-world experiences and client interactions, proposing that a hybrid model, which balances traditional and constructivist methods, may best prepare students for professional practice. This study provides valuable insights for educators seeking to enhance design studio pedagogy and better prepare students for the challenges of the profession.