The rapid emergence of generative artificial intelligence (GenAI) has sparked growing interest across educational disciplines, reshaping how knowledge is produced, represented, and assessed. While recent research has increasingly explored the implications of text-based tools such as ChatGPT in education, far less attention has been paid to image-based GenAI tools—despite their particular relevance to fields grounded in visual communication and creative exploration, such as architecture and design. These disciplines raise distinct pedagogical and ethical questions, given their reliance on iteration, authorship, and visual representation as core elements of learning and practice. This exploratory study investigates how architecture and interior architecture students perceive the use of AI-generated images, focusing on ethical responsibility, educational relevance, and career implications. To ensure participants had sufficient exposure to visual GenAI tools, we conducted a series of workshops before surveying 42 students familiar with image generation processes. Findings indicate strong enthusiasm for GenAI image tools, which students viewed as supportive during early-stage design processes and beneficial to their creativity and potential future professional competitiveness. Participants regarded AI use as ethically acceptable when accompanied by transparent acknowledgment. However, acceptance declined in later design stages, where originality and critical judgment were perceived as more central. While limited in scope, this exploratory study foregrounds student voices to offer preliminary insights into evolving conversations about AI in creative education and to inform future reflection on developing ethically and pedagogically responsive curricula across the design disciplines.

Human cognitive performance is influenced by external factors, including indoor environmental quality (IEQ). Understanding how these factors affect stress, attention, and relaxation is essential in environments such as workplaces and educational institutions, where cognitive function directly impacts performance. This study examines the effects of IEQ on students’ attention and relaxation levels during various lecture periods, focusing on design major students. Three key IEQ parameters (air temperature, relative humidity, and natural lighting) were evaluated for their effects on cognitive states using electroencephalogram (EEG) measurements in a controlled setting. Participants wore non-invasive, portable EEG devices to monitor neurophysiological activity across two sessions, each involving four scenarios: (i) baseline, (ii) increased natural light exposure, (iii) elevated relative humidity, and (iv) increased air temperature. EEG-derived metrics of attention and relaxation were analyzed alongside environmental data, including temperature, humidity, lighting conditions, carbon dioxide (CO₂) concentration, total volatile organic compounds (TVOC), and particulate matter (PM), to identify potential correlations. Results showed that natural light exposure improved relaxation but reduced attention, suggesting a restorative effect on stress that may also introduce distractions. Attention peaked under moderately warm, dry conditions (25–26 °C and 16–19% relative humidity), correlating positively with temperature (Pearson correlation coefficient, $r$ = 0.32) and negatively with humidity ($r$ = −0.50). Conversely, relaxation was highest under cooler, more humid conditions (23–24 °C and 24–26% relative humidity). Attention was negatively correlated with CO₂ ($r$ = −0.47) and PM_2.5 ($r$ = −0.46), suggesting that poor air quality impairs alertness. Relaxation showed weaker but positive correlations with PM_2.5 ($r$ = 0.38), PM_1.0 ($r$ = 0.35), and CO₂ ($r$ = 0.32). Ultrafine particles (PM_0.3, PM_0.5) and TVOC had minimal association with cognitive states. Overall, this study underscores the importance of optimizing indoor environments in educational settings to enhance academic performance and supports the development of evidence-based design standards to foster healthy, effective learning environments.

Despite the benefits of virtual reality (VR), there has been limited exploration of how immersive VR can be implemented in interior design course content and how students perceive its use. For this study, we investigated how an immersive VR tool can be incorporated into the interior design studio to support second-year students’ ( n = 18) design process and outcomes and examined its perceived usability (i.e., measured as usefulness, ease of use, enjoyment, and intention to use) for accessible space design. We also explored VR’s impact on advancing the interaction with space, understanding spatial information and problem-solving (PS), and how students accept the use of this technology. The students used immersive VR throughout the design process for one semester and then participated in a questionnaire. We found that immersive VR is helpful by enhancing students’ interaction with the designed space, developing better spatial understanding, and advancing PS. VR was also perceived to be highly enjoyable and moderately improved job performance but was slightly less easy to use. Participants showed a high intention to utilize VR, and spatial interaction and perceived enjoyment were significantly associated with that intention. Our findings suggest that immersive VR has potential benefits for teaching and learning accessible design and can be used more generally in diverse contexts of interior design pedagogy. While these results are promising, continued research to more effectively adopt the use of this technology in the interior design studio is needed.