Abstract

Cultural diversity is a dominant feature in postmodern societies, reinforced by the use of digital technologies and based on compulsory or voluntary movement of large groups of people. Though worldwide there is rapid development, as far as technology is concerned, many countries are obliged to address situations that belong to history. This process entails many challenges and creates new conditions of rapid growth of multicultural societies establishing circumstances of co-habitation with collective or ephemeral characteristics. This intercultural interaction and the relationships between different groups of people give new meanings to spaces, introducing new interpretations, redefining their forms or imposing places that may exclude large groups of people. Immigration, financial crisis, and unemployment re-emerge, and Greece is one of the countries forced to redefine space and design to meet newly created needs. This article focuses on the discussion about learning from social design and student-led activities in design education. It is based on research work developed through teaching activities at the University of West Attica’s Interior Architecture Department. More specifically, the article is based on social design theories and teaching methods, student feedback, and projects within two courses conducted and coordinated by the author in a master’s degree program titled “Interior Architecture: Sustainable and Social Design.” The findings are presented using case studies and the conclusions are related to design thinking connected to revealing situations that stimulate holistic approaches.