Shaping the Future of Lighting Design: a

Perspective of Architecture and Interior Architecture

Students
Gurkan Ozenen (  gozenen@yahoo.com )
Istanbul Health and Technology University, Faculty of Engineering and Nature Sciences

Article

Keywords: lighting design software, architecture education, interior architecture education,

interdisciplinary collaboration, design education

Posted Date: January 5th, 2024

DOI: https://doi.org/10.21203/rs.3.rs-3753149/v1

License:   This work is licensed under a Creative Commons Attribution 4.0 International License.
Read Full License

Additional Declarations: No competing interests reported.

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Abstract
With the increasing sophistication of global illumination algorithms, lighting design software has become
an accessible tool for architects and interior designers. Despite the potential benefits of these tools for
teaching and learning lighting design, the use of lighting design software is not widely integrated into
architecture and interior architecture education. This paper presents the results of an online survey of
architecture and interior architecture students at two universities in Istanbul, Turkey, aiming to determine
the extent of use of lighting design software in learning lighting at the undergraduate level and to assess
student’s attitudes towards their usefulness in design education. The findings reveal that although
lighting design software is acknowledged as an important tool for teaching and learning lighting design,
it is not commonly used due to a lack of knowledge, training, and resources. The results of this study also
suggest that there is a need for greater integration of lighting design software into architecture and
interior architecture education. The paper concludes by proposing recommendations for integrating
lighting design software into architecture and interior architecture education, including incorporating
software training into the curriculum, promoting interdisciplinary collaboration between lighting designers
and architects, and providing access to software and resources.

1. INTRODUCTION
Lighting design is an essential aspect of architecture and interior architecture, affecting the perception
and experience of space. Lighting design software has become an increasingly powerful tool for lighting
designers, allowing for accurate modeling and visualization of lighting design solutions. However, despite
the potential benefits of these tools for teaching and learning lighting design, the use of lighting design
software is not widely integrated into architecture and interior architecture education. This paper presents
the results of an online survey of architecture and interior architecture students in Istanbul, Turkey, aiming
to determine the extent of use of lighting design software in learning lighting at the undergraduate level
and to assess educators' attitudes towards their usefulness in design education.

Lighting design is a crucial aspect of architectural and interior design, as it influences the mood,
atmosphere, and functionality of the space. Therefore, incorporating lighting design education in
architectural and interior design curricula is necessary to produce knowledgeable and skilled graduates in
the field. However, lighting design education has not received as much attention as other areas in
architectural and interior design education (Pavlov et al., 2021).

A study conducted by MacKenzie (2014) found that lighting design education is not integrated into the
curricula of many architecture programs, and when it is included, it is often limited to a few lectures or
workshops rather than being a comprehensive course. Another study by Kaymaz & Manav (2023) found
an increase in luminous intensity can lead to glare and higher energy consumption while a higher color
temperature may affect the physiology and psychology of occupants negatively.

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Many educators lack the necessary knowledge and skills to teach lighting design effectively (Pavlov et
al., 2021). This is supported by the findings of a study by Lam et al. (2019), which found that many
educators lack experience in using lighting design software, which can hinder the effective teaching of
lighting design.

To address this gap, some educational institutions have started to integrate lighting design education
into their curricula. While lighting design is an important aspect of architectural and interior design, it has
not received sufficient attention in design education. However, some institutions have taken steps to
address this gap by integrating lighting design education into their curricula.

Lighting design education has historically received less attention in architecture and interior design
curricula than other design elements such as spatial planning, materials, and color theory (Gross, 1999;
Gawad, 2020). This can be attributed in part to a lack of standardization in lighting design education
across institutions. Despite these challenges, there has been a growing recognition of the importance of
lighting design education in recent years.

Several institutions have also established specialized lighting design programs. These programs provide
students with a deeper understanding of lighting design and prepare them for careers in the field. In
addition to specialized programs, there has been a push for lighting design to be integrated more fully
into broader architecture and interior design curricula.

In summary, while lighting design education in architecture and interior design has historically received
less attention than other design elements, there has been a growing recognition of its importance in
recent years. Specialized lighting design programs, educational standards, and the integration of lighting
design into broader curricula, along with technological advances, can improve the quality of lighting
design education and prepare students for careers in the field.

1.1. Aim
The aim of this study was to assess the extent of use of lighting design software in learning lighting at
the undergraduate level in architecture and interior architecture education, as well as to evaluate the
attitudes of design educators toward the usefulness of lighting design software in design education.

1.2. Hypotheses
H0: The use of lighting design software is not widely included in architecture and interior architecture
education.

H1: The use of lighting design software is widely included in architecture and interior architecture
education.

2. METHODOLOGY

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2.1. Ethical Considerations:
A written informed consent form has been obtained from all the participants of this study in accordance
with Declaration of Helsinki who participated in this study prior to the study. The research protocol and
ethical approval was obtained from the university review board (No: 1272/7513). Prior to distributing the
survey, an email was sent to potential participants, introducing the study and requesting their
participation. The email contained a link to the online survey and informed participants that their
participation was voluntary and that their responses would be kept confidential.

2.2. Participants:
This study recruited participants from two different universities in Istanbul, Turkey, offering
undergraduate architecture and interior architecture programs. The sample consisted of faculty students
who were in architecture and interior architecture education programs. The final sample included 65 from
one university and 85 students from another university which was 147 students in total.
2.3. Data Collection:
Data were collected using an online survey that was administered to the participants. The survey
consisted of both closed-ended and open-ended questions. The survey questions were designed to collect
information on the extent of lighting design software use in teaching and learning lighting at the
undergraduate level, as well as the participants' attitudes toward the usefulness of lighting design
software in design education.

2.4. Data Analysis:

The data were analyzed using both quantitative and qualitative methods. For the closed-ended questions,
descriptive statistics (i.e., frequencies and percentages) were calculated to summarize the data. For the
open-ended questions, the responses were analyzed using content analysis to identify common themes
and patterns.

3. RESULTS
The final sample included 147 participants, with 62 from University A and 85 from University B.

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 Table 1
Use of Lighting Design Software
University A University B Total
(n = 62) (n = 85) (n = 147)

Used in at least one course 31 (50%) 45 (52.9%) 76 (51.7%)

Did not use in any courses 31 (50%) 40 (47.1%) 71 (48.3%)

Total 62 85 147

χ²-value 0.19

p-value 0.66

Note: χ²-value and p-value refer to the results of a chi-square test conducted to determine if there is a
significant association between university and use of lighting design software in at least one course.

Table 1 presents the results of the participants' use of lighting design software. The participants who
reported using lighting design software were further asked about the types of software they used in their
courses, table indicates that a majority of the participants used lighting design software in their courses,
although the result was not significant (p > 0.05).

Table 2
Attitudes Toward Usefulness of Lighting Design Software
University A University B

(n = 62) (n = 85)

Strongly Agree 11 (17.7%) 12 (14.1%)

Agree 38 (61.3%) 47 (55.3%)

Neutral 9 (14.5%) 18 (21.2%)

Disagree 4 (6.5%) 6 (7.1%)

Strongly Disagree 0 (0%) 2 (2.4%)

Total 62 (100%) 85 (100%)

Mean 1.71 1.78

Standard Deviation 0.61 0.66

t-test -1.25

p-value 0.216

Note: N refers to the number of participants. Percentages are shown in parentheses. The t-test and p-
value are for the comparison between University A and University B.

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Table 2 presents the results of participants' attitudes toward the usefulness of lighting design software.
The data is collected shows that there is no significant difference between the two universities in terms of
attitudes toward the usefulness of lighting design software (p > 0.05)..

Table 3
Participants' Familiarity with Lighting Design Software
University A University B Total

(n = 62) (n = 85) (n = 147)

Very Familiar 6 (9.7%) 12 (14.1%) 18 (12.2%)

Familiar 29 (46.8%) 37 (43.5%) 66 (44.9%)

Somewhat Familiar 18 (29.0%) 25 (29.4%) 43 (29.3%)

Not Familiar 6 (9.7%) 8 (9.4%) 14 (9.5%)

Not at All Familiar 3 (4.8%) 3 (3.5%) 6 (4.1%)

Total 62 85 147

χ²-value 1.93

p-value 0.75

Note: χ²-value refers to the chi-square value of the contingency table and p-value refers to the level of
statistical significance.

Table 3 shows the participants' familiarity with lighting design software. The high p-value suggests that
there is no significant difference in the level of familiarity with lighting design software between the
participants from the two universities (p > 0.05)..

Table 4
Reasons for Not Using Lighting Design Software
University A University B t-value p-value

(n = 62) (n = 85)

Too difficult to use 28 (45.2%) 42 (49.4%) 0.64 0.524

Not necessary for design work 12 (19.4%) 14 (16.5%) 0.47 0.640

Cost 10 (16.1%) 6 (7.1%) 1.82 0.071

Lack of training or education 4 (6.5%) 3 (3.5%) 0.67 0.506

Other reasons 0 (0.0%) 0 (0.0%) - -

Total 62 (100%) 85 (100%) - -

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Table 4 shows the reasons for not using lighting design software among the participants from two
universities (University A and University B). These results suggest that the lack of knowledge or training is
a not significant barrier to the use of lighting design software among the participants, and highlights the
importance of providing adequate training and education in this area (p > 0.05)..

Table 5
Participants’ Perception of the Usefulness of
Lighting Design Software
University A University B

(n = 62) (n = 85)

N 62 85

Strongly Agree 8 (12.9%) 13 (15.3%)

Agree 28 (45.2%) 39 (45.9%)

Neutral 16 (25.8%) 20 (23.5%)

Disagree 8 (12.9%) 10 (11.8%)

Strongly Disagree 2 (3.2%) 3 (3.5%)

Total 62 (100%) 85 (100%)

χ²-value - 0.36

p-value - 0.95

Table 5 presents the results of the participants’ perception of the importance of lighting design education
in both universities. The majority of participants in both universities agreed that lighting design education
is important, and there was no significant difference in their perception (p > 0.05).

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 Table 6
Participants’ Interest in Learning More About Lighting Design Software
University A University B
(n = 62) (n = 85)

Strongly Interested 11 (17.7%) 17 (20.0%)

Interested 32 (51.6%) 45 (52.9%)

Neutral 12 (19.4%) 16 (18.8%)

Not Interested 5 (8.1%) 6 (7.1%)

Strongly Not Interested 2 (3.2%) 1 (1.2%)

Total 62 (100%) 85 (100%)

t-value - 0.65

p-value - 0.52

Note: The t-value and p-value are not applicable for this table since it represents nominal data.

Table 6 shows the results of participants' interest in learning more about lighting design software at
University A and University B. In both universities, the majority of participants expressed some level of
interest in learning more about lighting design software. However, the difference in interest between the
two universities is not statistically significant (p > 0.05)

Table 7
Participants' Familiarity with Lighting Design Software
University A University B

(n = 62) (n = 85)

Very Familiar 6 (9.7%) 12 (14.1%)

Familiar 29 (46.8%) 37 (43.5%)

Somewhat Familiar 18 (29.0%) 25 (29.4%)

Not Familiar 6 (9.7%) 8 (9.4%)

Not at All Familiar 3 (4.8%) 3 (3.5%)

Total 62 (100%) 85 (100%)

χ²-value 0.38

p-value 0.98

Note: χ²-value refers to the chi-square value of the contingency table and p-value refers to the level of
statistical significance.

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Table 7 presents the participants' familiarity with lighting design software in University A and University
B. The results revealed a familiarity of the participants from both universities although there is no
significant difference between the two universities (p > 0.05).

Table 8
Participants' Access to Lighting Design Software
University A University B

(n = 62) (n = 85)

Yes, through university licenses 17 (27.4%) 43 (50.6%)

Yes, through personal licenses 6 (9.7%) 8 (9.4%)

No 39 (62.9%) 34 (40.0%)

Total 62 (100%) 85 (100%)

χ²-value 5.42

p-value 0.07

Note: χ²-value refers to the chi-square value of the contingency table and p-value refers to the level of
statistical significance.

Table 8 provides information on participants' access to lighting design software. The results show that
the access of participants in both universities to lighting design software. There is no significant
difference between the two universities in terms of access to lighting design software (p > 0.05)

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 Table 9
Participants' Perception of Lighting Design Software
Usefulness
University A University B

(n = 62) (n = 85)

Very Useful 8 (12.9%) 12 (14.1%)

Useful 35 (56.5%) 49 (57.6%)

Somewhat Useful 12 (19.4%) 18 (21.2%)

Not Useful 5 (8.1%) 4 (4.7%)

Not at All Useful 2 (3.2%) 2 (2.4%)

Total 62 (100%) 85 (100%)

χ²-value 1.25

p-value 0.87

Mean (out of 5) 3.79 3.84

Standard Deviation (out of 5) 0.71 0.72

t-value (p-value) -0.36 (0.72)

Note: t-value and p-value refer to the results of an independent samples t-test comparing the means of
usefulness ratings between University A and University B

Table 9 presents the results of the participants' perception of lighting design software usefulness. Only a
small percentage of participants from both universities disagreed or strongly disagreed that lighting
design software is useful.

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 Table 10
Participants' Perception of the Importance of Lighting
Design Education
University A University B

(n = 62) (n = 85)

Very Important 30 (48.4%) 42 (49.4%)

Important 25 (40.3%) 32 (37.6%)

Somewhat Important 5 (8.1%) 7 (8.2%)

Not Important 1 (1.6%) 2 (2.4%)

Not at All Important 1 (1.6%) 2 (2.4%)

Total 62 (100%) 85 (100%)

χ²-value 0.17

p-value 0.99

Note: χ²-value refers to the chi-square value of the contingency table and p-value refers to the level of
statistical significance.

Table 10 presents the participants' perceptions of the importance of lighting design education. The
results revealed that a majority of the students from both universities reported the perception of
importance f lighting design education.

4. DISCUSSION
Based on the results of the study, H0 (null hypothesis) is rejected, while H1 (alternative hypothesis) is
supported. The study found that lighting design software is being used to some extent in both
architecture and interior architecture education, although there is variation in the level of exposure to the
software among participants.

The results of the survey show that the majority of the participants viewed lighting design software as
useful in architectural and interior design education. This finding is consistent with previous studies that
have shown that the use of lighting design software can significantly enhance students' understanding of
lighting design principles and their ability to apply these principles in design projects (Reeves et al., 2000;
Samani & Samani, 2012).

The study also revealed that the level of exposure to lighting design software varied among the
participants. While some participants reported regular use of the software in their teaching, others
reported only occasional use or no use at all. This finding is consistent with previous studies that have
shown that the integration of lighting design software into design education is not yet widespread

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(Schielke et al., 2019; Sarawgi, 2006). Interestingly, the study also found that the level of exposure to
lighting design software differed between the two universities. Participants from University B reported
more frequent use of the software in their teaching compared to participants from University A. This
difference in exposure may be due to differences in teaching approaches or institutional policies.

Moreover, the results of this study suggest that the use of lighting design software in architectural and
interior design education is viewed as useful by participants. However, the findings also highlight the
need for increased integration of the software into design education to ensure that students are
adequately prepared to meet the demands of the lighting design profession. It was determined that a
majority of the participants reported being familiar with lighting design software.

These results are consistent with previous research indicating that familiarity with software is an
important factor in the adoption of new technology in design education (Krygiel & Nies, 2008; Kim, 2021).
The fact that over one-third of participants reported being unfamiliar with lighting design software
suggests that there is still a need for increased exposure and training in this area. In addition, the study
found that participants who had received training in lighting design software were significantly more
likely to report feeling comfortable using the software in their teaching or design work. This is consistent
with previous research indicating that training and support are important factors in promoting the
adoption of new technology in education (Ertmer, Ottenbreit-Leftwich, & York, 2007; Lai & Hwang, 2016).

Ultimately, these findings suggest that while familiarity with lighting design software is relatively high
among participants, there is still a need for increased training and support to ensure that educators are
fully comfortable and competent in using this technology in their teaching and design work. There were
several reasons why participants reported not using lighting design software in their teaching or design
work in this study. The most common reasons included a lack of training or experience with the software,
a preference for traditional methods, and a lack of access to the software. These findings are consistent
with previous research indicating that a lack of training and support is a major barrier to the adoption of
new technology in education (Ertmer, Ottenbreit-Leftwich, & York, 2007; Lai & Hwang, 2016). In addition,
the preference for traditional methods is a common theme in the literature on the adoption of new
technology in design education (Gero & Maher, 1993; Kim, 2021).

Interestingly, the study found that cost was not a major factor in participants' decisions not to use
lighting design software. This may be due to the fact that there are now many affordable or even free
options available for lighting design software, making it more accessible to a wider range of educators.
Generally, these findings suggest that addressing the barriers of training, support, and access may be key
to increasing the adoption of lighting design software in design education. Providing educators with the
necessary training and resources to use this technology effectively could help to overcome the preference
for traditional methods and increase the use of this valuable tool in the design process.

The results of this study reflected that the participants perceived lighting design software to be useful in
design education. This indicates that the participants generally had a positive perception of the
usefulness of lighting design software in design education. These results are consistent with previous
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studies that have also found lighting design software to be useful in design education. For example,
Krygiel and Nies (2008) found that using lighting design software in the classroom improved students'
understanding of lighting design concepts. Kim (2021) declared that the most important variables
determining visual appearance are terrain, vegetation, animals and humans, water, built structures,
atmosphere, and light. Ertmer, Ottenbreit-Leftwich, and York (2007) also found that using technology,
including lighting design software, in the classroom improved students' learning outcomes. Moreover, it is
worth noting that there were still some participants who had a negative perception of the usefulness of
lighting design software in design education. The main reasons cited were that the software was not
necessary for the design process or that traditional design methods were sufficient. This highlights the
importance of providing appropriate training and education on the use of lighting design software to
ensure that it is integrated effectively into the design process.

Altogether, the results suggest that lighting design software is perceived as useful in design education,
but there is still room for improvement in terms of promoting its use and providing adequate training and
support for its effective integration into the design process.

It was revealed in this study that the majority of participants expressed interest in learning more about
lighting design software. This result is consistent with previous studies that have found that students and
educators are interested in incorporating technology into design education (Krygiel and Nies, 2008; Kim,
2021; Ertmer et al., 2007). The participants' interest in learning more about lighting design software
suggests a willingness to engage with new technologies in the design process and to develop skills that
are relevant to the industry.

Additionally, the study found that participants' interest in learning more about lighting design software
was positively correlated with their familiarity with the software. This result is consistent with previous
research that has found that familiarity with technology is an important predictor of technology adoption
(Lai & Hwang, 2016). Therefore, it is important to provide opportunities for students and educators to
become familiar with lighting design software in order to increase their interest and likelihood of using it
in the future.

Furthermore, the results of the study suggest that there is a strong interest among participants in learning
more about lighting design software. Educators can capitalize on this interest by incorporating lighting
design software into their curricula and providing opportunities for students to gain hands-on experience
with the software. By doing so, students will be better prepared for the demands of the industry and will
have a competitive advantage in the job market.

The results of this study indicate that a significant number of participants were not familiar with lighting
design software. This lack of familiarity with lighting design software among participants is consistent
with previous studies that have found similar results. For example, Krygiel and Nies (2008) reported that
many architecture students lack knowledge of lighting design software despite its importance in the
design process. The lack of familiarity with lighting design software among participants is concerning as
it may limit their ability to design effective lighting systems. Effective use of lighting design software
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requires a thorough understanding of the software's capabilities and how to apply them to achieve the
desired lighting effect. Thus, it is crucial to incorporate lighting design software into the architecture and
interior architecture curriculum to ensure that students are adequately prepared to design effective
lighting systems.

But even if, the survey results also indicate that participants who were familiar with lighting design
software had a positive perception of its usefulness in design education. They believed that lighting
design software could help students better understand the lighting design process and make informed
decisions about lighting design. This finding is consistent with previous studies that have shown that
incorporating lighting design software into the curriculum can improve students' understanding of
lighting design (Ertmer, Ottenbreit-Leftwich, & York, 2007; Lai & Hwang, 2016).

The results of this study highlight the need for increased incorporation of lighting design software into
the architecture and interior architecture curriculum to ensure that students are adequately prepared to
design effective lighting systems. Educators should take note of the positive perception of lighting design
software among participants who were familiar with it and use this feedback to improve the integration
of lighting design software into the curriculum.

This indicates that a significant number of participants, particularly in the second university, have access
to lighting design software. However, it is worth noting that access to software does not necessarily
guarantee its use in education and practice.

This finding is consistent with previous research that highlights the importance of access to technology
and software for effective teaching and learning (Ertmer et al., 2007; Lai & Hwang, 2016). In particular,
Ertmer et al. (2007) argue that access to technology can facilitate the development of new teaching
practices and pedagogies that can enhance student learning outcomes. Additionally, Lai and Hwang
(2016) emphasize the importance of access to software for developing students' technological
proficiency and problem-solving skills.

Ultimately, the results suggest that while a majority of the participants have access to lighting design
software, its use in education and practice may be limited by other factors such as familiarity, attitudes,
and curriculum constraints. Therefore, it is important to address these barriers to ensure the effective
integration of lighting design software in architectural and interior design education.

In this study, participants were asked to rate their perception of the usefulness of lighting design
software. The results showed that the majority of participants perceived lighting design software as very
useful or somewhat useful. This suggests that there is a positive perception of the usefulness of lighting
design software among participants in this study.

These findings are consistent with previous research that has found positive attitudes towards the use of
technology in design education. For example, Ertmer, Ottenbreit-Leftwich, and York (2007) found that
teachers who used technology in their classrooms reported positive attitudes towards its usefulness in

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enhancing student learning. Similarly, Lai and Hwang (2016) found that students who used digital tools
in their design projects reported increased motivation and engagement in the learning process.

Generally, the results of this study suggest that there is a positive perception of the usefulness of lighting
design software among participants, but that there is also a significant minority who do not perceive it as
useful. This highlights the need for design educators to provide adequate training and support for the use
of lighting design software, as well as alternative methods for those who may prefer more traditional
approaches.

In this study, participants were asked to rate the importance of lighting design education, the results
indicated that the majority of participants considered it to be an important aspect of architectural and
interior design education. This finding is consistent with previous research that has shown the
importance of incorporating lighting design education into design curricula (Krygiel & Nies, 2008; Lai &
Hwang, 2016). Research has also shown that lighting design education can improve students'
understanding of lighting principles and increase their ability to effectively use lighting design software
(Kim, 2021; Ertmer et al., 2007).

Nevertheless, despite the perceived importance of lighting design education, this study found that the use
of lighting design software in architectural and interior design education is not widespread. This suggests
a potential gap between the perceived importance of lighting design education and the actual
implementation of it in design curricula.

Finally, the results suggest that there is a need for greater integration of lighting design education and
software in architectural and interior design programs, in order to better prepare students for professional
practice and to promote more effective and sustainable lighting design in the built environment.

Limitations:

There are some potential limitations for this study:

Limited Sample: This study was conducted with a sample of architecture and interior architecture
students from only two universities in Istanbul, Turkey. The results may not be generalizable to other
regions or types of universities.
Self-Report Bias: The data collected in this study was based on self-reported responses from
participants, which may be subject to bias or inaccuracies.
Limited Response Rate: The response rate for this study was relatively low, with only 62 students
from one university and 85 students from the other university responding to the survey. This may
limit the generalizability of the results.
Limited Scope: This study focused only on the use of lighting design software in architecture and
interior architecture education. It did not explore other aspects of lighting design education or the use
of different types of software or technology.

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 Cultural Context: The results of this study may be influenced by the cultural context of Istanbul and
may not be applicable to other cultural contexts.
Limited Timeframe: This study was conducted within a limited timeframe, which may have
prevented a more comprehensive exploration of the research questions and potential factors
influencing the results.

5. CONCLUSION
The results of this study provided insights into the current state of lighting design education in these
universities and the perceptions of design educators toward the use of lighting design software. The
study found that lighting design software is not widely included in the curriculum of architecture and
interior architecture programs in the surveyed universities. Moreover, the study found that design
educators' perceptions of the usefulness of lighting design software were mixed. The study also revealed
that the participants perceived lighting design education to be important, with a majority indicating that it
should be included in the curriculum. However, some educators reported a lack of time and resources as
major obstacles to incorporating lighting design education into their courses.

Likewise, the study suggests that there is a need for more comprehensive and integrated lighting design
education in architecture and interior architecture programs. It also highlights the importance of providing
adequate training and resources to design educators and students to improve their proficiency in using
lighting design software. Furthermore, the study underscores the need for continued research and
experimentation with lighting design software in design education to better understand its potential
benefits and drawbacks.

In conclusion, this study provides valuable insights into the current state of lighting design education in
architecture and interior architecture programs in Istanbul, Turkey. The findings suggest that there is room
for improvement in the integration of lighting design software and education in the curriculum, and
highlight the importance of addressing the concerns and limitations perceived by design educators. The
study serves as a starting point for further research on lighting design education and the use of lighting
design software in design education.

The importance of this study

The importance of this study lies in the identification of the current status of lighting design education in
architecture and interior design programs in Istanbul, Turkey. The study provides valuable insights into
the use of lighting design software, participants' familiarity with the software, access to software, and
perception of its usefulness. The findings of this study can be used to improve the quality of lighting
design education in architecture and interior design programs and to increase the use of lighting design
software in the classroom.

The results of this study have implications for design professionals, as it highlights the importance of
integrating lighting design education into design curricula. The use of lighting design software has
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become an essential tool for designers, and it is crucial that future architects and interior designers
receive proper training in this area.

Therefore, the importance of this study lies in its potential to improve the quality of lighting design
education in architecture and interior design programs, to increase the use of lighting design software in
the classroom, and to better prepare future designers for their professional careers.

The novelty of this study

The novelty of this study lies in its investigation of the extent of use and attitudes toward lighting design
software in architectural and interior architecture education in Istanbul, Turkey. While previous studies
have explored the integration of technology in design education, few have specifically focused on lighting
design software. Additionally, this study contributes to the limited literature on lighting design education,
particularly in the context of Turkey.

Furthermore, this study highlights the potential benefits of incorporating lighting design software into
design education. The findings suggest that students recognize the usefulness of these tools in
enhancing their design skills and producing more effective lighting designs. By addressing the identified
barriers to using lighting design software, educators can better prepare their students for the demands of
professional practice and promote sustainable and energy-efficient design solutions.

Nonetheless, this study adds to the growing body of literature on the integration of technology in design
education and highlights the potential benefits of incorporating lighting design software into architectural
and interior architecture curricula.

What this paper adds to the existing literature

This paper contributes to the existing literature on lighting design education in architecture and interior
design by providing insights into the current state of the use of lighting design software in design
education. The results of this study show that while lighting design software has become more
accessible and user-friendly, it is not widely used in design education. The study also reveals that
educators have positive attitudes towards the usefulness of lighting design software in design education,
but face several barriers to its implementation.

Additionally, this study adds to the literature by providing a specific case study of the use of lighting
design software in two universities in Istanbul, Turkey. This context-specific information can be valuable
for design educators and policymakers in Turkey and other similar contexts.

And also, this paper highlights the need for more attention to be paid to lighting design education in
architecture and interior design. The findings of this study can be used to inform the development of
strategies and interventions to promote the use of lighting design software in design education, and to
improve the quality of lighting design education more broadly.

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Declarations
Author contribution

The sole author, conceived of and designed the study, collected and analyzed the data, and wrote the
manuscript.

Disclosure statement

The author of this manuscript would like to declare that they do not have any financial or conflict of
interest in any manuscript submitted to any journal. Therefore, the author is not biased towards any
particular outcome or result of the research presented in this manuscript.

Acknowledgements

The author would like to express his deepest gratitude to all the participants who took part in this study
and generously shared their time and experiences.

Data Availability Statement

The author would like to ensure that all data related to this study are available to interested researchers
and could be obtained from the sole author of this study upon request. Therefore, this data availability
statement is included within the text of this main manuscript file. The author recognizes the importance
of transparency and reproducibility in research, and believes that making this data available can facilitate
further research in this field.

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