Implementing Darmstadt Design Theory Through Peripheral Learning on Interior Sketching: A Case of Balinese and Timor Leste Students’ Perspective

Abstract

The rapid advancement of digital technologies has significantly transformed architectural and interior design education, particularly in the use of software-based design tools. However, an overemphasis on technical proficiency risks diminishing students’ theoretical understanding and critical design thinking. This study investigates the implementation of Darmstadt Design Theory through a peripheral learning approach in interior sketching studios, focusing on students’ perspectives in a cross-cultural learning context involving Balinese and Timor Leste students. Employing a mixed-methods research design, the study integrates a comprehensive literature review with a perception survey administered to 39 purposively selected respondents, supported by observations and document analysis. The findings indicate that peripheral learning effectively bridges the gap between architectural theory and design practice by embedding theoretical principles organically within studio activities, critiques, and iterative sketching processes. Students reported enhanced conceptual understanding, improved critical thinking, and stronger professional and ethical awareness, as theory was perceived not as abstract knowledge but as a practical guide for design decision-making. The results further demonstrate that the integration of Darmstadt Design Theory fosters holistic, culturally responsive, and coherent design outcomes, particularly within cross-cultural educational settings. This study concludes that embedding architectural theory through peripheral learning offers a pedagogically effective strategy for strengthening conceptual depth, professional identity, and cultural sensitivity in contemporary interior design education.