Comparative Study of Aesthetic Systems in Interior Design Education from a Cross-Cultural Perspective

In the context of increasing globalization, interior design education has become a crucial site for cultural negotiation, where aesthetic values are shaped by both local traditions and international pedagogical influences. This review investigates the differences and intersections between Eastern and Western aesthetic systems in interior design education, with a particular focus on curriculum content, pedagogical approaches, and cross-cultural interactions. Drawing on academic literature, case studies, and comparative curriculum analysis, the study reveals that while globalization promotes pedagogical convergence—such as shared technologies and international studios—distinct cultural values continue to influence how design is taught and understood. Eastern models often emphasize symbolism, harmony, and heritage, whereas Western approaches tend to favor innovation, individualism, and functionality. The paper proposes a hybrid aesthetic pedagogy that integrates the strengths of both traditions while fostering intercultural literacy. It also calls for more empirical research into underrepresented regions to enrich global design discourse. Ultimately, understanding interior design aesthetics through a cross-cultural lens can contribute to more inclusive and globally responsive design education.