TRANSFORMING KENYAN DESIGN EDUCATION THROUGH SUSTAINABLE AND UBUNTU-BASED STUDIO SPATIAL PLANNING

A CASE STUDY OF MASENO UNIVERSITY

Abstract

Studio-based learning is the core pedagogical approach in design education, supporting experiential learning, collaboration, and the integration of theory with practice. However, many design studios in Kenyan universities face spatial, infrastructural, and pedagogical constraints that hinder collaborative learning and sustainable design practices. This study examined how integrating sustainable construction principles and Ubuntu-based collaborative learning enhances studio pedagogy for design students in the Department of Art and Design at Maseno University. The department was selected as the case study because its students specialize in their chosen design disciplines from the first through the fourth year of study. This specialization gives them extensive experience with studio-based learning and the ability to provide informed feedback on design studio requirements in their study area. The study adopted a mixed-methods case study design employing a cross-sectional survey design. The target population comprised 680 students enrolled in the Department of Art and Design and four lecturers teaching studio-based courses. A sample of 87 students, determined using Yamane's (1967) formula, was selected through purposive sampling alongside the four lecturers because of their direct experience with the studio environment. Data were collected through direct observation, semi-structured questionnaires administered to students, and open-ended questionnaires administered to lecturers. The research instruments were reviewed by experts in interior design to establish content validity, while a pilot study yielded a Cronbach's alpha coefficient of 0.94, indicating excellent reliability. Quantitative data were analyzed using descriptive statistics to identify patterns in spatial use, learning preferences, and studio challenges, while qualitative data were analyzed thematically to explore experiences of collaboration, studio culture, and learning environments. Findings indicate that existing studio spaces are constrained by overcrowding, limited collaborative zones, inadequate lighting and ventilation, and insufficient flexible furniture, which collectively hinder effective studio-based learning. Respondents emphasized the need for open-plan layouts and flexible spaces that facilitate collaboration and peer learning. The study further found that sustainable construction strategies such as passive ventilation, daylighting, and use of locally available materials are both environmentally and economically viable within the studio context. The findings demonstrate that aligning spatial design with pedagogical goals and Ubuntu principles fosters creativity, collaboration, and sustainability-oriented thinking. The study proposed a context-responsive design studio concept that combines flexible spatial layouts, collaborative workspaces, exhibition areas, and sustainable design strategies to support hands-on learning. The study concludes that context-sensitive and culturally grounded studio environments are essential for preparing future designers for sustainable and collaborative professional practice.