Thesis defence: Upeksha Hettithanthri
Welcome to a thesis defence at DSV! In her PhD thesis, Upeksha Hettithanthri studies how new technology changes design-oriented education.
On January 15, 2026, Upeksha Hettithanthri will present her PhD thesis at the Department of Computer and Systems Sciences (DSV), Stockholm University. The thesis defence takes place in Aula Nod, Borgarfjordsgatan 12 in Kista, starting at 1:00 pm.
The title of the thesis is “Transition from Conventional Design Studio Context to Real-Life Design Studio: Empathising Phase in Interior Design Education in Sri Lanka”.
PhD student: Upeksha Hettithanthri, DSV
External reviewer: Alma Leora Culén, University of Oslo, Norway
Main supervisor: Preben Hansen, DSV
Supervisor: Harsha Munasinghe, George Brown College, Canada
The thesis can be downloaded from Diva
Abstract
The design studio is central to architectural education, as it offers students a collaborative environment guided by expert designers. It covers fields such as space planning, interior design, ergonomics, and urban design. The design thinking (DT) approach used by students is heavily influenced by conventional studio methodologies and practices, which have become widespread due to the application of traditional teaching methods aimed at training novice designers.
In a conventional design studio (CDS), students work on design tasks to improve problem-solving and foster innovation. Today, students increasingly use information and communication technology (ICT) tools such as smartphones, tablets, and laptops to refine their design processes; however, although these tools improve efficiency and access to information, they also limit student engagement in DT.
This research explored how the DT process occurs in both conventional and real-life design studio (RLDS) settings, with a focus on the empathising phase, and examined the role of ICT tools within the CDS and RLDS contexts.
A qualitative research methodology was applied, based on constructivist grounded theory. Naturalistic observations and action research methodologies were employed when collecting data.
The research was structured into five stages:
(i) a review of the literature on design studio practices in architectural education;
(ii) an exploration of the design processes in CDSs based on the existing literature;
(iii) an empirical study of student collaboration within a CDS, involving an examination of their approach to DT and problem-solving;
(iv) a second empirical study to investigate the influence of ICT tools on students’ DT processes, and to assess how digital resources impact their design development; and
(v) an intervention that involved transitioning from a CDS to an RLDS through an action study, and scrutiny of the effects of this transition on students’ engagement and DT process.
Key findings from the study include the following:
(a) ICT tools serve as a bridge to digital design repositories, and enable students to access external design references early in the process, often leading to direct inspiration rather than problem exploration.
(b) Students using a CDS tend to begin the DT process with ideation, bypassing crucial stages such as problem identification and empathising.
(c) The empathising phase is frequently neglected in a CDS, as students prioritise the generation of design ideas over gaining a deep understanding of the user’s needs.
(d) An RLDS facilitates real-time collaboration with real users, thereby allowing students to gain direct insights and to refine their designs based on actual feedback.
(e) Empathising phases are distributed throughout the DT process in an RLDS, rather than being confined to the initial stages, leading to more empathetic design approaches.
(f) ICT tools function as a design communication medium, as they facilitate interaction between students, educators, and stakeholders by enabling digital documentation and real-time feedback.
This work reveals that an RLDS cultivates deeper engagement with users and allows for iterative empathy through reflective practices, unlike a CDS, in which students primarily rely on digital inspiration. The use of an RLDS promotes increased collaboration, exploration, and user-centred design by anchoring empathy-driven problem-solving. The work presented here contributes to the ongoing evolution of design education by emphasising the need to facilitate novel pedagogical practices to foster empathy. These insights can help to reshape interior design curricula, and to prepare students to navigate complex challenges with a more empathetic, user-focused approach.
Keywords: Conventional design studio, Real-life design studio, ICT tools, Design thinking process, Empathising
Last updated: 2026-01-07
Source: Department of Computer and Systems Sciences