The field of interior design education has witnessed a paradigm shift, with educators at the forefront of pioneering experimental pedagogies. These innovative pedagogic approaches not only cater to the evolving needs of learners but also inspire constant adaptation and refinement in the educational process itself. This paper delves into one such unique experiment in the designing of the course and pedagogy in the undergraduate program at Atlas Skilltech University, Mumbai, in response to the challenges posed by the pandemic. The study highlights the salient points of innovative approaches in the planning and implementation of a core Design Studio conducted in the final year of the Interior Design Program over two cycles which were designed with the objective of broadening the scope of studying typologies through multiple interventions and cross-collaborative learning approaches. Throughout the process stages and through the outcomes, it was observed that the course stood unique with respect to the four lenses that can be summarized as follows: