In order to implement the concept of Project-Based Learning within the bachelor’s program in Furniture and Interior Design (FID) at the Faculty of Architecture and Urban Planning, Politehnica University of Timișoara (FAUT), the curricular structure was designed to support the design process in a logical and progressive manner over the three years of study. The disciplines associated with design are organized into three categories, corresponding to the fundamental components of design: artistic, functional, and technical. Starting from the premise that design belongs to the field of arts, the first year is predominantly conceptual and artistic, while gradually introducing elements related to graphic representation, materials, construction techniques, and ergonomic principles. The second year maintains the artistic component—supported by the Form Study Studio and the Stylistics course—but places greater emphasis on the functional aspects of space and furniture. At the same time, technical knowledge diversifies to include digital representation, constructability, and finishes. The third year shifts its focus toward the technical detailing of the spatial and formal concept, in close correlation with complementary disciplines from both the humanities and engineering domains. This progression aims to prepare students for the diploma project, for continuing their studies through a master’s program in interior architecture, and for professional practice. This paper details the way in which the disciplines are correlated during the first year of study and highlights how they contribute to the acquisition and experimentation of knowledge within the design studio, considered the core subject of this educational model. Furthermore, the study presents strong arguments for the effectiveness of this type of curricular organization, through the increased applicability of theoretical knowledge and the development of transversal skills. Additionally, the coherent integration of disciplines around the design project enhances student engagement and interest, increasing the attractiveness of the program and reinforcing long-term motivation.

Project based learning; interior architecture and furniture design; curricular organization; visual language; synthesis; compositional concept; cross-course learning; educational outcomes