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.

This essay introduces the Korean public bathhouse, jjimjil-bang, to understand the concept of interiority from sociocultural and psychological perspectives. The author addresses interiority as a continuous process of defining the range of intimacy that changes with context, space, and time. Interiority involves individuating spatial and situational moments in the blended physical, perceived, and imaged environment. In exploring interiority, the case of jjimjil-bang suggests broad perspectives for understanding spatial circumstances as an integration of the activity, environment, and situation. The author introduces the characteristics of jjimjil-bang in terms of the program, spatial structure, and meaning of memory. To demonstrate the potential of interiority, the concepts of private-public, interiority-exteriority, inclusivity-exclusivity, closeness-openness, and the quotidian issue are discussed. Consequently, the author highlights the individual's subjectivity of spatial perception, the desire for intimacy, and the individual's engagement in shaping interiority. Thus, the range of interiority is expanded from self to outworld beyond the physical space.

Open-plan workplaces are often associated with increased sensory exposure, which may present challenges for adults with Attention-Deficit/Hyperactivity Disorder (ADHD), a condition characterized by atypical arousal regulation and sensory sensitivity. Although the Prospect–Refuge Theory suggests that spatial configuration may influence perceived security and attentional states, objective neurophysiological evidence in workplace contexts remains limited. This exploratory pilot study employed a mixed design to examine whether desk orientation and office enclosure were associated with differences in neural activity among adults with ADHD (n = 6). Four desk configurations were tested within each office setting, while two office types (Open Office and Enclosed Private Office) were examined between participants. Neurophysiological data were collected using portable electroencephalography (EEG), and power spectral density (PSD) across canonical frequency bands was analyzed during standardized cognitive tasks. Results indicated context-dependent spatial effects. In the Open Office setting, configurations providing both outward visibility and visual backing were associated with lower beta and gamma power relative to orientations lacking these features. In the Enclosed Private Office, orientation-related differences were not statistically significant. These preliminary findings suggest that desk orientation may influence neural indicators of cognitive demand in open-plan environments. Given the small sample size, results should be interpreted cautiously but contribute initial physiological evidence to neurodiversity-informed workplace research.

Generative artificial intelligence (AI) is rapidly reshaping studio-based design education, yet relatively little is known about how students decide when and how AI should support their design process. This study examined students’ use, adaptation, and perceptions of generative AI, with particular attention to task-specific use, contextual adaptation, and factors associated with AI-related decision-making. An online survey of 112 undergraduate and graduate design students combined structured questionnaire items with optional open-ended responses to examine AI use across studio tasks, project stages, and learning contexts. Students reported higher AI use for concept development, research, and written articulation than for visual refinement, technical documentation, and later stages of design development. Students also reported becoming more selective in their AI use as projects progressed, while instructor expectations, peer influence, and concern about negative judgment were associated with students’ AI-related decisions. Qualitative responses further highlighted authorship, learning, and professional responsibility as important considerations. Together, these findings suggest that students’ selective and context-dependent AI use can be interpreted as boundary-setting around when and how AI participates in the design process. Rather than viewing AI use simply as technology adoption, the findings suggest value in a judgment-centered, process-based approach to AI pedagogy that emphasizes accountability and reflective decision-making.