Design is progressing as an interdisciplinary profession, and so is design pedagogy. The course curriculum is also designed in such a way that it brings a lot of interconnectedness to peripheral areas to demonstrate paradigmatic ways of learning diverse content through meaningful engagement. In the 7th semester of the industrial design program, students are offered a ‘Design for spaces’, a course that allows designing for public spaces which sensitizes the students towards the socio-cultural aspects of the public spaces. Studio experiments done over three years in the pedagogical task design based on an interdisciplinary approach reveal a comprehensive framework in design education that embraces multiple perspectives. The research shall review and discuss the key objectives of the course that must be fulfilled through the task design. It also necessitates the need to embrace a varied and comprehensive viewpoint when engaging in design research in the field of design education. The paper aims to present a case study that can be referred to for the Space Design course that harnesses the potential collaboration of Architecture, Urban Design, Industrial Design, and other allied fields.