Hybrid education model in 21st century design education and the effect of hybrid space understanding on interior setting in design education spaces

In places that provide design education, unlike the education system based on memorization and repetition, the aim from the first step of design education is to start the education process with training methods that can strengthen the creative aspects of designer candidates and to support this situation with different techniques throughout the process. In spaces where design education is given, studio areas where both practical and theoretical education are given are important units where the instructor-learner, master-apprentice relationship is effective. Technological changes, renewed education methods, as well as the pandemic process and the online education period that has become widespread in our country and around the world after disasters such as earthquakes, have brought about the necessity of innovations in the education system and the structure of educational spaces. In this study, which aims to convey the importance of hybrid education and hybrid space understanding in spaces that provide design education, the concept of hybrid space is examined in line with the components of physical, virtual, cyber and hyper spaces that make up the hybrid space understanding. In creating the theoretical basis of the study, the concepts of design, design education, hybrid and space were examined in depth through literature review and the dimensions of the hybrid space approach in design education were revealed. Based on this, spatial analyzes were carried out to understand the hybrid education approach and the ways in which this approach is implemented on a spatial scale. Spatial analyzes were carried out specifically on the examples of Massachusetts Institute of Technology (MIT), Rhode Island School of Design (RISD), Rochester Institute of Technology (RIT), and Mississippi State University (MSU), which provide education with a hybrid education model in the world. Selected examples were analyzed with reference to the information, movement, technology and simulation parameters included in the features of the hybrid space. The findings resulting from the analysis and the understanding of hybrid space in design education spaces are presented to the reader.