Özet:

This study includes the project that made with the examination of the design and application processes in interior architecture education within the scope of social responsibility. In the study, the design and implementation phases of the improvement project of the primary school which is considered as the project implementation area located in Güneysınır district of Konya province, are discussed. The execution of the aforementioned project that made with a completely voluntary instinct and devoted work outside the scope of the interior architecture studio course increases the importance and originality of the study. The study was conducted in two basic purpose. The first one is the students of the Department of Interior Architecture and Environmental Design, which was formed on the basis of volunteering, participate in the interior architecture project design and especially in the implementation stages and contribute to the Project and the realization of social responsibility project awareness combined with professional skills. The other purpose is; making the educational institution where the field study is carried out more functional and improving the comfort of education. Within the scope of the project the design and implementation parameters are determined to be material. In the relevant educational institution, spatial problems were determined with the on duty instructors, and the project design stages such as requirement programs, employee studies and work flow charts were prepared in line with these data. Within the scope of the study, a total of six units were considered including primary school 1-2 grades classrooms, 3-4 grades classrooms, kindergarten classroom, art workshop, library and game room. The design and implementation stages of the project were completed with a team of 30 people, 5 for each unit. On the architectural elements that make up the space, by taking into account the anthropometric characteristics and interests of the children, who are the user audience design and implementation processes have been carried out. As a result, students in the design group had the opportunity to implement the project they designed which is different from undergraduate education. After the implemented project, positive or negative feedbacks of the project were received by meeting with the instructors and establishing mutual dialogues in the educational institution.

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