Interior design (ID) pedagogy should include theories and applications, which advance human health and wellness in the built environment. Design for wellness and well-being is referenced in 5 of the 13 Council for Interior Design Accreditation (CIDA) knowledge application standards. This focus on wellness was amplified during the coronavirus disease 2019 (COVID-19) pandemic experience, which elevated our collective understanding of contagions, disease transmission, sanitation practices, vaccination efficacy, and immunity, as well as the devastating turmoil-social, economic, and psychological-of the pandemic's tragic spread. Thus, the purpose of this study was to examine ID educators' attitudes, intentions, and behaviors related to teaching wellness and to determine if the pandemic impacted wellness pedagogy. For this mixed methods study, we employed an online survey (n = 86) followed by participant interviews (n = 11). Data from the questionnaire and interviews suggested that peer attitudes toward wellness were a significant factor that influenced teaching behavior. Teaching intentions were predicted by prior teaching, attitudes, and perceived behavioral control (ability to teach wellness). Although experience with the pandemic was not a predictor of teaching behavior, it did surface as a strong motivator for future teaching adjustments. Findings also showed wide-ranging understandings and definitions of wellness-related themes. Implications for design programs seeking to equip faculty with the tools needed to integrate wellness more deeply into ID curricula are discussed.
The ubiquitous nature of technology is changing the way humans interact with interior space and redefining the third place, venues where individuals gather for socialization. During the COVID-19 pandemic, the fusion of physical and virtual space led to an overlapping of the first place (home) that served as the physical host for the virtual second (work), and third (social gathering) places. Most critically, the first place (home) became a proxy for second and third place experiences as we started connecting with the outside world, albeit virtually. The goal of this study was to determine the extent that individuals relied on technology to meet their socializing needs in response to COVID-19, verify if individuals are altering their environment as a result of the pandemic and whether these changes align with physical third-place characteristics, and inform interior designers on how to intentionally design physical space in ways that include virtual experiences. The researchers employed a mixed-methods approach by gathering data from an online survey, incorporating closed-ended and open-ended questions, using two different convenience sampling approaches (N = 229), and asking participants to submit photos to support their responses. Results illustrated that during the pandemic, virtual environments integrated with the home and became a substitute for physical third places. Four themes identified the modifications in physical space that occurred because of COVID-19 as individuals accommodated the merging of their home, work, school, and social places. Insights regarding the design of successful physical spaces that embrace virtual experiences are provided.
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