World Architecture Awards 10+5+X Submissions

The design and implementation of the interior design project for the Turkey Headquarters of the international tourism company Club Med, in Nişantaşı, Istanbul, on one of the city's most prestigious and busy streets, was carried out by Yalın Tasarım Mimarlık in 2024. The office project, which has a closed area of 180 m2 and a capacity of 20 people, required progress without any structural revision during the design and implementation process, since it is located in a historical building. During the interior design phase, focusing on Club Med's corporate identity, open and closed office areas and a compact sales area visited by customers were planned within the boundaries of the existing building. The design language was designed to create a modern, warm and inviting office. Minimal and timeless details were brought together with the vibrant colors of the tourism company and warm-toned wooden areas. Illuminated "green wall" and "media wall" designs were also designed to increase the visibility of the office, which is located on one of the busiest and most prestigious streets of Istanbul. A coffee corner serving the open office was designed dynamically with vibrant yellow tones. A multi-purpose meeting room, which can be used as a "work station" by the international teams of Club Med, an international company, during their office visits, was designed by taking acoustic measures.
The interior design process was completed in 4 months and the implementation process was completed in 2.5 months with maximum efficiency and was completed in time for the season opening of the tourism company.

Project Name: Club Med - Turkey Headquarters
Function: Office
Area: 180 sqm
Sinem Serhatlı, Adnan Doruk Namyeter, Mertcan Eken

Communal Pockets: Developing Fluid Spaces within a Residential Hall

A university student’s residential environment can be extremely influential in determining the quality of life in a formative period of their development as adults. A university dormitory is not just a place for students to sleep, it is a place that is considered home by a lot of students and is crucial for providing a supportive environment for the student’s personal growth. Dormitories, or residential halls, play a crucial role in shaping student life by fostering a sense of community and providing a supportive environment for academic and personal growth. Living in dorms allows students to build lasting friendships, collaborate on academic projects, and engage in diverse cultural and social activities. This unique living arrangement (availability of study areas, tutoring services, and wellness programs alongside the dorm rooms) not only eases the transition from home to independent living but also enriches students’ university journeys by creating a vibrant, inclusive, and dynamic community.

This design project was focused on the redesign of an existing dormitory on our campus that lacked the amenities and communal elements that create dynamism on a campus, leading to a vacancy rate of over 50%. Our approach to the redesign of the hall featured an analysis of circulation and movement through the building, which is highly constrained by the existing geometry, having 45° and 90° angles throughout the space. The analysis and experiments with flow led to the creation of pockets of space which slow residents down and create areas of activity and social engagement. The softly curved and inward spiraling pockets include amenities that students require for a more convenient, functional, educational and fun quality of life.

The dorms are separated into two blocks, arranged around large courtyards and connected at the entrance lobby. Large and small communal spaces are distributed across the two courtyard blocks to create a more interactive living community where students from both blocks are encouraged to mix, meet and interact. The new design features a new lobby with lively commercial areas such as a student run cafe, enclosed seating areas which can be used for presentations, comfortable waiting areas for guests and multiple entrances to ease the commute from the dorm to the larger campus. Spiraling nooks and eddies are also used to provide different communal spaces throughout the rest of the dormitory. Formal spaces such as the library and informal spaces like a laundry/study room establish a range of spaces where students can interact and form relationships with their friends and peers.

An iterative design process informed by intensive model making with heat-formed plastic strips, allowed us to experiment with form and overcome the strict, geometrical challenges of the site. In contrast to the cold and institutional nature of the existing dormitories, intensities of color, material, and light are used to draw students into the pockets. The result is a reimagined mix of domestic and communal spaces, stitched together through curvilinear forms, where students can live and learn together in a much more engaging and dynamic way.

Project title: Communal Pockets: Developing Fluid Spaces within a Residential Hall
Location: United Arab Emirates, Sharjah

Nada Abdelgawad, Yazan AlNagar
Instructor: Jason Carlow

1. Main Goal:
To design an inclusive, accessible, and sensory-oriented learning environment specifically tailored for Deaf and Hard of Hearing (DHH) students in Egypt, guided by Universal Design Principles.

2. Core Objectives:
Deaf and Hard of Hearing (DHH) students are in need of special learning environments that are important to their academic and social achievement, due to all of the data gathered during the research. The higher rate of dropping out among DHH students compared to their hearing peers stresses on the importance of DHH schools, which create an atmosphere that prioritizes accessibility, safety, and inclusivity. It is essential to realize that traditional learning environments frequently fail to meet the unique requirements of DHH students, which can result in feelings of isolation and dissatisfaction. As a result, here are some suggestions and layouts for classrooms attended by deaf students:

1. Wood or vinyl flooring treatment – it improves acoustics, permits reverberation, and ensures safety
2. Acoustical ceiling material
3. Soft and light colors that are used on walls to prevent eye fatigue
4. To alert students of danger, attention, or breaks, there is a color signal network above the whiteboard with a button next to the teacher's desk
5. For inclusive classes, the layout should be in the form of a circle for a smaller number of students and an additional audience for larger groups. Deaf students should stand diagonally in front or in the second row to see the responses of the other pupils and teachers
6. The dimension of the whiteboard ought to provide the deaf students a chance to see the information
7. Place concave mirrors on the edges so that students can see as they follow those around them
8. Use round corners in the structure to increase visual connection
9. Use transparent materials (partition or façade) to prevent clashes and connect with nature
10. Use pedestals so DHH students can leave their things on and be able to sign
11. The placement of entrances to be able to know your destination
12. Use color coding in the building to know your destinations
13. Use matte material to reduce the glare and not damage the students' eyes

3. Design Approach:
Students are taught the functional principles of industrial style to create a dynamic and inclusive educational environment. The goal is to design a learning space that is not only visually appealing but also conducive to effective communication and engagement for DHH learners

4. Educational and Social Impact:
1. Provide equal opportunities for DHH students through inclusive design.
2. Encourage social integration with hearing peers by designing spaces that facilitate mutual interaction.
3. Support academic achievement by reducing visual and auditory stressors.

5. Architectural Implementation Includes:
1. Circular and U-shaped classroom layouts for better visual access.
2. Acoustic treatments (e.g., vinyl flooring, acoustic panels).
3. Use of soft, non-glare surfaces and lighting to reduce visual fatigue.
4. Emergency visual alert systems and color-coded navigation.

6. Societal Significance:
1. Advocates for educational reform in Egypt’s special needs infrastructure.
2. Raises awareness about DHH needs in public space design
3. Seeks to bridge the gap between design and disability through informed, empathetic architecture.





1. Building & Construction
Structure: Reinforced concrete, steel framing, and brick/concrete blocks.
Exterior Finishes: Painted plaster, concrete textures, glass façades
Building Type: Modified educational facility for DHH students.
Location: 6th October City, Giza, Egypt.

2. Materials & Finishes
1. Flooring Acoustic flooring (e.g., vinyl ) – absorbs noise, supports vibration sensitivity
2. Ceiling Acoustical ceiling tiles – noise reduction & lighting enhancement.
3. Paint Matte & acoustic paint – reduces glare, prevents eye fatigue.
4. Double Glass Half-translucent, sound-insulated for safety and visibility
5. Wood Used for furniture & finishes – offers moderate vibration transmission & warmth.

3. Lighting:

1. LED lights with adjustable color temperature, dimming, and anti-glare features
2. Placement ensures even illumination without visual fatigue.

4. Furniture Specifications
Shape & Layout: U-shaped and circular classroom layouts for clear sightlines.
Modular, mobile furniture with adjustable ergonomic design

5. Material & Safety:

1. Rounded edges, mesh drawers for visibility & ventilation.
2. Light-weight construction for flexibility.
3. Storage: Lockable, open-faced storage units with breathable design.

6. Spatial Design Considerations
1. Sightlines: Transparent partitions, wide corridors, and soft corners.
2. Accessibility: Wide circulation paths (≥3m) to accommodate visual communication.
3. Emergency System: Visual alarm systems (color-coded lights) button near teacher’s desk
4. Wayfinding: Use of color coding, concave mirrors, and signage.

7. Retractable stage
A retractable seating system is a type of seating arrangement that can be extended or retracted to maximize space and adapt to different event needs. Retractable Mechanism: The seats are mounted on rails or platforms that allow them to slide back and forth. When not in use, they retract into a compact storage space or stack, freeing up the floor area
Designers: Basmalla Khaled
Instructors: Prof. Dr. Ola Hashem, Prof. Amany Mashhour, Prof. Hoda Madkour, Prof. Dr. Khaled Hawas, Dr. Tarek Fouad, A.L Ghada Osama, T.A Merihane Hassan, T.A Fatima Zakaria, T.A Rawan Yasser, T.A Dalia Mohamed, T.A Maryam Sameh

Today, educational environments must not only fulfill their functional and pedagogical roles but also promote the mental, social, and physical well-being of students. Particularly in architecture and art universities, where creativity, innovation, and critical thinking are at the core, the design of educational spaces should serve as a source of inspiration and motivation. A well-designed educational environment can significantly enhance the quality of learning and contribute to students’ psychological and physical health.

In architectural design, particularly within the context of an architecture and art university, attention must be given to environmental factors such as light, temperature, color, and social space, as these elements can directly impact students' well-being. A thoughtfully designed space can foster a sense of comfort, encourage creativity, reduce stress, and promote both mental and physical health. By addressing these environmental factors, architecture can create supportive spaces that improve students’ overall quality of life.
Design Patterns for Enhancing Student Health:

Learning Streets:
Hallways and corridors can be transformed into multifunctional spaces for social interaction, group activities, and displaying student work. The central area of this “learning street” is designed with natural light and greenery, providing a common space that fosters community interaction, reduces stress, and enhances a sense of belonging among students.

Flexible and Movable Furniture:
The use of movable and adjustable furniture allows students to adapt the space according to their needs. This flexibility not only improves physical comfort but also encourages collaboration and social interaction, making the environment more engaging and supportive of student well-being.

Quiet Corners:
Quiet spaces are designed to offer students a retreat from the noise and stress of academic life. These areas provide a serene environment for focused work and individual study. The combination of green hues and natural wood materials in these spaces reduces stress and creates a warm, inviting atmosphere that enhances mental clarity and concentration.

Staircases as Learning Spaces:
Staircases, often overlooked, are increasingly recognized as valuable learning and social spaces. With the right design, stairs can become flexible areas for both individual study and group interaction. These spaces foster participation, encourage spontaneous learning, and promote critical thinking among students.

Open Studios for Creativity:
Open studio spaces encourage free and creative expression, allowing students to engage in individual and collaborative work. The inclusion of natural light in these spaces boosts mental performance, improves mood, and reduces the anxiety often associated with intensive academic projects.

Incorporating Nature into the Learning Environment:
Green spaces and the presence of trees around educational buildings help bring vitality and freshness to the environment. The integration of nature not only enhances environmental quality but also promotes student well-being by reducing stress and fostering a stronger sense of community and belonging.

Cafeteria and Social Spaces:
Cafeterias and social areas, strategically located within the campus, serve as informal spaces for students to relax and interact. These spaces play a crucial role in fostering social connections, reducing feelings of isolation, and enhancing overall student satisfaction during breaks from academic work.



Project Name: Interior Design of an Architecture and Art University: Enhancing Student Health through the Positive Impact of the Environment on the Body and Mind

Location: Mashhad, Iran.

Design Objective:
Create a dynamic, creative, and healthy learning environment.
Foster student engagement, collaboration, and well-being through design.
Incorporate natural elements and flexible spaces to promote mental and physical health.

The interior design of architecture and art universities must go beyond functional and aesthetic considerations. These spaces should be designed to make students feel secure, comfortable, and motivated. Environmental factors in the design of these spaces play a critical role in enhancing students' physical and mental health. Thoughtful architectural designs not only contribute to the quality of education but also improve students' overall well-being, creating a healthier, more productive academic experience.
Student: fahime tafakori (Master student of Interior Architecture, Ferdows Institute of Higher Education, Mashhad, Iran)
Supervisor: Dr Maryam Mojtabavi (Assistant Professor, Department of Architecture, Ferdows Institute of Higher Education, Mashhad, Iran)

The Museum of Time is a visionary interior design concept that redefines how history is experienced and interpreted. Located in Egypt’s New Administrative Capital, this project creates a transformative cultural destination where visitors seamlessly journey through time — from prehistoric civilizations to a speculative future — using immersive and interactive spatial design.

The design intention focuses on fostering an educational and emotionally engaging experience through a radial, organic plan inspired by the cyclical nature of time. This fluid movement allows visitors to transition between eras without abrupt separations, encouraging a holistic understanding of human civilization. Exhibition zones are carefully arranged to follow a chronological timeline, covering key eras such as Prehistoric, Ancient Egyptian, Mesopotamian, Classical Greece, Ancient Rome, Medieval, Islamic Golden Age, the Renaissance, the Industrial Revolution, 20th-century transformations, and concluding with a speculative Future World of Tomorrow.

Each zone is defined by tailored materiality, lighting, and interactive technologies that reinforce the character and atmosphere of its era. For example, natural and textured finishes evoke ancient periods, while high-tech materials and kinetic installations express the futuristic narrative. Augmented Reality (AR) and Virtual Reality (VR) are integrated to enhance storytelling, transforming passive observation into active participation.

The museum’s narrative environment supports continuous engagement through sensory design, advanced exhibition techniques, and dynamic circulation paths. Inspired by organic forms like spiral galaxies and tree rings, the spatial flow strengthens the thematic continuity of time, celebrating progress while respecting heritage.

In addition to its educational value, the Museum of Time contributes to Egypt’s growing cultural and tourism sectors. By providing an inclusive and adaptable design that embraces future technologies and cultural exchange, it positions itself as a landmark experience for diverse audiences. Ultimately, the Museum of Time showcases how interior architecture can transcend static exhibition spaces to become an interactive, emotionally resonant journey through humanity’s shared story — past, present, and future.

Project area: 21,525 sqm
Conceptual student project
Year of design: 2025
Status: Unbuilt / Graduation project
Software used: AutoCAD, SketchUp, D5 Renderer, 3ds max, Photoshop
Educational institution: Galala University
Bachelor of Interior Architecture

Ghada Mohamed Habib ElMidana (Student Designer)
Supervisors: Dr. Reem Hesham, Dr. Fakhry AlAzazy, Dr. Adnan AlHalwagy
Teaching Assistants: T.A. Salma Hosni, T.A. Hisham Maarouf