Beyond Storytelling: A Theory‐Informed Approach to Interiors as Social Narratives

Abstract Today's interior design education is twofold and evidence‐based, building on theoretical foundations and integrating methods and findings from empirical research to create built environments that support occupant health, safety and well‐being. While storytelling has been a valuable design method in education, it alone may lack the structure necessary to address the complex constraints and regulatory requirements in advanced‐level interior design courses. This article demonstrates how symbolic interactionism can provide students with a structured framework for designing large‐scale multi‐occupancy interiors while balancing meaning and practicality. Drawing from its intellectual heritage in pragmatist and interpretive traditions, symbolic interactionism offers educators a theoretical foundation for teaching how individuals engage with symbols and meanings in human–human and human–environment interactions that shape social narratives and place identities. The article first examines current gaps in academic standards regarding social interaction and place identity. It then presents an overview of symbolic interactionism and proposes a framework for its application in interior design education. Two case studies of student projects illustrate the framework's effectiveness: one exploring undocumented youth housing and another developing a facility for intimate partner violence survivors. These projects demonstrate how the symbolic interaction framework guides spatial planning while effectively integrating complementary methodologies to address specific user needs. This article contributes to design education by providing educators with a structured approach to teaching inclusive design that bridges theoretical insights with practical applications.