Interior meta-design for innovative reactivation of high-cultural places

The paper reflects on the role of design education in complex contexts, particularly those with heightened cultural significance. Rooted in experimental pedagogical methods, it explores collaborative and problem-based approaches within the *Laboratorio di Metaprogetto* (meta-design studio lab) of the Interior Design Degree Program at Politecnico di Milano. The *Studio Lab*, focused on *Metadesign for Interior Design*, provides a structured framework for acquiring tools and methods for innovation in interior design. The approach involves a recursive work process that alternates between information gathering and synthesis, as well as divergent and convergent phases, aligning with Council’s model (2005). Throughout this process, students interpret contextual nuances, analyze best practices, draw design inspiration, and forecast future trends. Their work culminates in the development of interior concepts that push the boundaries of user experience, spatial perception, and technical-formal characteristics. This paper presents the outcomes of a three-year experimentation involving three classes, each with around 50 students, led by three teachers and three tutors. The main objectives were to adapt *Metadesign for Interior Design* teaching to contemporary challenges, enhance students’ analytical skills in complex contexts, expand their understanding of systemic design solutions, and improve their ability to integrate acquired knowledge into innovative design scenarios for culturally significant locations. To achieve these goals, an experimental teaching methodology was employed, refining co-design tools over three years through collaboration with all educational stakeholders, including students, clients, end-users, and locations. Methods and tools, explained in the text, evolved through an open and iterative process. The experimentation revealed two key aspects of innovation. The first concerns the development of tools for an experiential, field-based teaching experience, addressing a commission of high cultural, economic, and environmental significance. Collaboration with the Consortium of the Royal Palace and Park of Monza enabled students to decode contextual complexities, engage with various stakeholders, and visualize proposed innovations. These tools, tailored to specific educational objectives, were essential in achieving articulated and innovative design solutions. The second outcome is the generation of collective knowledge on sustainable transformations through design, within a network of disused sites in the Monza park area. The aim was to enhance the cultural, environmental, and historical dimensions of these spaces. The concept of a *porous city*, characterized by liquid and interconnected spaces—smart and augmented—was central to envisioning new ways of living and working. Cultural offerings extend beyond traditional locations, and conviviality merges with new services. By observing contemporary urban behaviors, the *Studio Lab* developed hybrid, mutable, and transformable projects at the intersection of interior and exterior, imagining the future of living spaces. In conclusion, this paper outlines the experimental journey that led to the development of essential competencies and knowledge, crucial to the formative profile of Interior Design students. More broadly, it reflects on the integral role of collaborative design in fostering the sustainable evolution of large public institutions.