Design education is currently navigating a paradigm shift driven by the unique cognitive and digital profiles of Generation Z. Within the built environment disciplines, specifically architecture and interior architecture, the pedagogical requirements demand a distinct synthesis of spatial logic and human-centric empathy. This study employs a Systematic Literature Review (SLR) methodology, structured according to PRISMA 2020 guidelines, to investigate elective courses’ alignment with Generation Z preferences, the efficacy of emerging technologies, and curricular implementation constraints. Following a systematic funneling strategy, an initial pool of over 150 records was refined into 74 sources for broad thematic mapping and 16 core academic papers providing high-precision disciplinary evidence. Data were analyzed using iterative open and axial coding to ensure methodological transparency and traceability. The findings highlight a pronounced demand for learner-led autonomy and participatory curriculum design. Immersive technologies such as Virtual Reality (VR), Augmented Reality (AR), and Artificial Intelligence (AI) are found to significantly enhance spatial perception and engagement when integrated within active learning frameworks like Project-Based Learning. Furthermore, elective courses present critical opportunities for addressing wicked problems through interdisciplinary curricula and competency-based assessment. The study concludes that successful elective course design requires a “calculated flexibility” that balances innovative technological empowerment with structured academic rigor. These insights offer a scientifically traceable roadmap for aligning spatial design education with the expectations of the next generation of designers.
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Özbey et al. (2026) studied this question.
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