Asian Journal of Education and Social Studies

Despite the well-documented interdependence between architecture and interior design in scholarly literature, architectural education has not sufficiently integrated interior design principles into its curricula. This study evaluates architecture students’ comprehension of key interior design principles space planning, lighting design, furniture selection, color theory, and material selection at Ladoke Akintola University of Technology (LAUTECH), Nigeria. A quantitative research design was employed using structured questionnaires administered to 175 students across four academic levels (200–500 Levels) in the Department of Architecture. Descriptive and inferential analyses revealed strong proficiency in color theory (M = 4.00) and material selection (M = 3.97), but weaker understanding in lighting design (M = 2.88) and space planning (M = 3.42). These findings echo global trends of curricular imbalance in architectural education. The study emphasizes the need for integrating interior design principles more deeply into architecture programs to promote all-inclusive design thinking and user-centered outcomes. A brief note on limitations acknowledges the study’s institutional focus, suggesting future comparative studies across multiple universities. Overall, the study underscores the importance of curricular reform and interdisciplinary collaboration to enhance architectural education’s responsiveness to human experience and professional realities.