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From Design Cognition To Human-Ai Co-Creation: Reflections On Design Thinking In Higher Education, Katja Tschimmel Sep 2025

From Design Cognition To Human-Ai Co-Creation: Reflections On Design Thinking In Higher Education, Katja Tschimmel

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Over the past decades, Design Thinking (DT) has become one of the most widely circulated concepts at the intersection of design, innovation, education, and organisational change. Originally rooted in design methodology and in scholarly attempts to understand designers’ cognitive processes, DT has progressively expanded beyond the design discipline, gaining visibility in fields such as management, engineering, entrepreneurship, and public policy. Without a question, this growth has helped design become recognised as a strategic approach to solving challenging issues. At the same time, it has intensified a persistent tension between the popularisation of Design Thinking and the preservation of its academic …

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Empowering Designers In The Digital Age, Erick Heredia Sep 2025

Empowering Designers In The Digital Age, Erick Heredia

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Abstract: Traditional design education often places a strong emphasis on aesthetics, such as form and visual appeal. This focus typically confines designers to working on the external aspects of products, leaving functionality—especially engineering components—to others. Consequently, designers are limited in their ability to fully engage with the increasingly complex products that incorporate new technologies. In response to the advancements of Industry 4.0, it's essential for design education to evolve and blur the lines between aesthetics and functionality. By integrating subjects like electronics, interface design, and embedded systems into the curriculum, designers can gain a comprehensive understanding of their products. This …

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The Impact Of Creativity And Goal Orientation On Design Learning, Gizem Yazıcı, Fehmi Doğan Sep 2025

The Impact Of Creativity And Goal Orientation On Design Learning, Gizem Yazıcı, Fehmi Doğan

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This study examines the relationship between the creativity levels and types of academic goal orientation of architecture undergraduate students and their design course grades, which are accepted as the outcome of the design learning process. The study conducted with 58 third-year architecture undergraduate students collected data using the Torrance Test of Creative Thinking (TTCT) and the Academic Goal Orientation Questionnaire (AGOQ). The multiple linear regression analysis results revealed a positive and significant correlation between students’ creativity scores and design course grades. In addition, learning and proving orientations positively affected design course success, while avoidance orientation had a negative effect. These …

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Studio Properties: A Contribution To Knowledge In Design Education, Derek Jones, Elizabeth Boling, James Benedict Brown, James Corazzo, Colin Gray, Nicole Lotz Sep 2025

Studio Properties: A Contribution To Knowledge In Design Education, Derek Jones, Elizabeth Boling, James Benedict Brown, James Corazzo, Colin Gray, Nicole Lotz

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In this paper, we present a critically reflective summary of a five-year collaborative project exploring the pedagogy of the Western design studio and the final output of that work, the book ‘Studio Properties; A Field Guide to Design Education’. We initiated the project in response to the absence of a comprehensive description or definition of the educational studio, which researchers could use to orientate their work, and educators could use to inform their teaching practices. The project concluded by rejecting any explicit description or definition of studio. Continuing that work, we proposed an alternative approach to understanding studio. Rather than …

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Designing Design Energetics, Bruce Tharp Sep 2025

Designing Design Energetics, Bruce Tharp

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This letter is a call to those interested in the future of design and design education, and open to challenging the dominant materialist/physicalist paradigm. With advancements in quantum science, plasma physics, and wave mechanics, new understandings and models have arisen that offer professional and academic opportunities. Design, especially of physical, three-dimensional artifacts, sees objects as essentially vehicles for valuable subjective experience. What are the implications of acknowledging that all matter is actually congealed energy, and that all people are composed of, surrounded by, and affected by frequencies? How might designers better understand and address positive resonances and negative dissonances within …

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Methodological Tools For Informed And Critical Alienation, Liene Jakobsone Sep 2025

Methodological Tools For Informed And Critical Alienation, Liene Jakobsone

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This paper proposes Speculative design as a methodology to cultivate criticality and self-awareness in design students. It introduces a course assignment and discusses a range of approaches that have enabled the achievement of the anticipated learning outcomes. As part of this account, students’ difficulties to question the prevailing economic and socio-political system is presented, along with a proposal to overcome this issue. The method is based on the Speculative design project ‘United Micro Kingdoms’ by Anthony Dunne and Fiona Raby. The ideological framework developed within this project is adopted for pedagogical purposes. This framework, depicted as a coordinate plane with …

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Questioning The Intersection Of Design Thinking, Public Policy And Circular Economy: A Visual Critique, Joana Alves Dos Santos, Violeta Clemente, Paulo Silva Sep 2025

Questioning The Intersection Of Design Thinking, Public Policy And Circular Economy: A Visual Critique, Joana Alves Dos Santos, Violeta Clemente, Paulo Silva

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Through a fragmented and interrogative visual critique, this submission critically examines the intersection of Design Thinking (DT) and Circular Economy (CE) governance in policymaking. It stems from the authors’ engagement with both academic literature and practical experiences in design facilitation and participatory governance, particularly within Portuguese contexts. The work responds to recurring narratives observed in these domains, and uses visual argumentation to unpack their underlying assumptions. It argues that while both DT and CE are widely promoted as tools for systemic change and participation, their application often inadvertently reinforces existing hierarchies and limits genuine community engagement, rather than fostering equitable …

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Learning By Teaching Blended International Design Workshops, Daniel Buzzo, Kristina Andersen, António Gorgel, Jonathan Chacón Pérez, Martin Knobel, Lara Piccolo, Pras Gunasekera Sep 2025

Learning By Teaching Blended International Design Workshops, Daniel Buzzo, Kristina Andersen, António Gorgel, Jonathan Chacón Pérez, Martin Knobel, Lara Piccolo, Pras Gunasekera

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This paper draws upon the experience of designing events to provide design students with a multicultural and inspirational learning environment for exchanging knowledge and collectively build new skills. To this end, it reports on the planning, structure and subsequent delivery of an EU Erasmus+ workshop funded “Blended Intensive Program (BIP)” in a collaboration between four Design programs from four EU countries. Four professors and more than 20 undergraduate students participated, assisted by administrative staff from each of the institute’s international offices, collaborating through a blended online and in-person format. Together, the students brought both similar and different perspectives on design …

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Prompting Reflective Learning Through Card-Based Approaches, Jesper Legaard, Safia Suhaimi, Jo Ward, Andrew Walters Sep 2025

Prompting Reflective Learning Through Card-Based Approaches, Jesper Legaard, Safia Suhaimi, Jo Ward, Andrew Walters

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This study explores how two different card-based approaches, Cards of Doom and CO:RE cards, complement or inspire each other when applied outside their originally intended contexts. C.O.D is designed for design students while CO:RE targeted non-design professionals. Both tools offer semi-structured approaches to facilitate collaborative discussion among participants, fostering reflective capacity within creative-oriented contexts. An analysis of multiple card-play sessions of C.O.D and CO:RE in both their original and alternate contexts revealed three important themes; tension, psychological safety, and dialogic interaction, prompting reflective learning in the participants. The study contributes to the broader discourse on playful learning in design education, …

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Designing With Communities For Humanity-Centered Design: Advancing Sustainability Knowledge And Practices In Industrial Design Education, Yoon Jung Choi, Jiayuan Dong, Brook Kennedy Sep 2025

Designing With Communities For Humanity-Centered Design: Advancing Sustainability Knowledge And Practices In Industrial Design Education, Yoon Jung Choi, Jiayuan Dong, Brook Kennedy

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Participatory design with community engagement has demonstrated significant potential for addressing the complexities of environmental governance and fostering interconnected systems to accelerate the circular economy. This highlights the need for a paradigm shift in design education, transitioning from traditional human-centered methodologies to a broader humanity-centered approach. This paper examines insights gained by Industrial Design students at Virginia Tech through a collaboration with local stakeholders in Floyd aimed at promoting sustainability. The project focused on reducing wasteful behaviors associated with end-of-life products by developing design and service solutions to minimize landfill disposal through participatory design processes. Students proposed twenty-seven design concepts …

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Transforming Education: Add-On Workshops As A Tool To Integrate Ethical Responsibility In Design Education, Elisabeth Friesinger, Stephan Krusche Sep 2025

Transforming Education: Add-On Workshops As A Tool To Integrate Ethical Responsibility In Design Education, Elisabeth Friesinger, Stephan Krusche

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Design education plays a critical role in shaping sustainable societal and environmental futures, making ethical responsibility essential. This paper examines the integration of short, flexible workshops into courses to intertwining ethics and sustainability across diverse educational contexts. Implemented at three German Universities of Applied Sciences, the workshops aimed to raise awareness and encourage students to engage with ethical challenges in their design practice. A mixed-methods evaluation, combining post-workshop surveys and facilitator observations, found that the workshops appear to increase students' awareness and understanding of their responsibilities as designers. Key success factors included an informal, interactive format and adaptability to educational …

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From Portfolio To Prototype: Tinkering Workshops In Design Education, Dajana Nedic, Rachael Paine Sep 2025

From Portfolio To Prototype: Tinkering Workshops In Design Education, Dajana Nedic, Rachael Paine

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In contemporary graphic design education, there is a significant need for hands-on exploration that bridges traditional design tools with emerging technologies. This exploration affords students with opportunities to engage in tinkering—a process of iterative, playful experimentation that fosters innovation and adaptability. As Cezzar (2020) explains, by critically reflecting on material opportunities and limitations through questioning tools, materials, and processes, students gain more knowledge and clarity when creating physical and digital tools. We sought to address this opportunity by developing a technology-focused tinkering workshop at University A (name of University masked for blind review). This workshop invited students to examine the …

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Exploring Cross-Disciplinary Lessons In Interaction Design Courses, Joshua Pridemore, Molly Briggs, Abigail Chen, Laura Chiaramonte, Rachael Dietkus, Fengzhou Shao, Ben Tairy, Fan Xia, Yiqi Xiao, Amanda Yates Sep 2025

Exploring Cross-Disciplinary Lessons In Interaction Design Courses, Joshua Pridemore, Molly Briggs, Abigail Chen, Laura Chiaramonte, Rachael Dietkus, Fengzhou Shao, Ben Tairy, Fan Xia, Yiqi Xiao, Amanda Yates

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This case study explores the transformative potential of cross-disciplinary approaches in teaching interaction design for social impact. By integrating insights from diverse fields such as trauma-informed design, interactive dance, media theory, and environmental storytelling, the course challenges students to think beyond traditional design practices. Students were encouraged to create projects that not only demonstrated technical and creative expertise but also engaged deeply with emotional, societal, and ethical dimensions of design. The course culminated in a public exhibition where students showcased interactive installations addressing real-world issues, including online safety, animal testing, environmental awareness, and technology addiction. Through a combination of theoretical …

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Using Reverse Engineering To Bridge Design Theory And Manufacturing Practice, Manuel Hodrius Sep 2025

Using Reverse Engineering To Bridge Design Theory And Manufacturing Practice, Manuel Hodrius

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This case study presents an approach for bridging the persistent gap between design education and manufacturing practice. The module combines reverse engineering, simulated production planning, and cross-functional collaboration within a dual-track structure of theoretical lectures and a hands-on Planspiel (simulation game). It aims to strengthen students’ Design for Manufacturing knowledge and foster an interrelated mindset that enables effective collaboration across the product development process (PDP) and supports informed, strategic design decisions early on. Weekly collaborative sessions simulate authentic professional interactions, while students assume distinct industry roles, mirroring real-world team dynamics and reinforcing the systemic integration of design and production. Despite …

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Teaching The Ethical Responsibility As A Foundation For Designers, Juan De La Rosa Sep 2025

Teaching The Ethical Responsibility As A Foundation For Designers, Juan De La Rosa

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Although several authors have urged us over the years in the importance of ethics in the field of design, it is still less than common for design schools to introduce ‘ethics’ as part of the curriculum, beisides the possible conversation of ethical practice that could emerge during studio or workshop classes. This paper explores two experiences including ethics as a main topic of education for designers in two different design schools, and the different results obtained during the process.

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When Methods Create Space: A Conversation On Intertwining Disciplines, Cultures And Communities In Design Education, Niki Wallace, Laura Knight Sep 2025

When Methods Create Space: A Conversation On Intertwining Disciplines, Cultures And Communities In Design Education, Niki Wallace, Laura Knight

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The nature of design education is changing and must continue to change in response to increasing complexity and uncertainty. This paper presents a conversation between two UK-based design educators who explore how these contemporary societal challenges are being tackled in two interdisciplinary Masters courses aimed at relational and complexity-led approaches to design. The conversation reveals the importance for complex and collaborative practices to embrace relational, visual, reflexive and flexible modalities. This in turn highlights the need for teaching to evolve beyond fixed design processes in order to develop flexible practitioners with the critical capacities for navigating uncertain futures.

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Unfolding Dialogue: Pedagogies Of Reciprocity And Community In Design, Charlotte Falk, Amanda Huynh Sep 2025

Unfolding Dialogue: Pedagogies Of Reciprocity And Community In Design, Charlotte Falk, Amanda Huynh

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How can dialogue between educators reveal the shared labour and supports that sustain responsive design teaching? What role does dialogic exchange play in shaping and improving the relational work of design educators? In response to the calls for conversation and for teaching statements, this paper formalizes an ongoing dialogue between two emerging industrial design educators. Anchored by the theme Intertwinia: Principles and Methods, we explore shared commitments to adaptability, experimentation, and collaboration in design education. Building on exchanges that began when we first co-taught a course—then evolved through informal studio snapshots, late-night text threads, remote critiques, and cross-institutional, transcontinental conversations—this …

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Tutor Guidance In Design Studio: Study Of Effects And Challenges, Mithra Zahedi, Virginie Tessier Sep 2025

Tutor Guidance In Design Studio: Study Of Effects And Challenges, Mithra Zahedi, Virginie Tessier

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This paper reports a case study exploring the collaborative design process of students in an industrial design studio during the final year project. The study is on the impact of the tutor’s guidance on students during the first seven weeks of a 15-week project period when framing and ideation of the project were planned. The case study is composed of two projects involving four students and looked into the students’ reflective thinking. The participating students used a research-through-design approach for collecting data. They were asked and guided to document their design activities as their project advanced. They were also asked …

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Move Slow Or Fail Fast? Enhancing Stem Design Education With Ai-Assisted Iterative Workflows, Yingying Sun Sep 2025

Move Slow Or Fail Fast? Enhancing Stem Design Education With Ai-Assisted Iterative Workflows, Yingying Sun

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The integration of Artificial Intelligence (AI) into industrial design education offers transformative potential, particularly within the interdisciplinary context of STEM (Science, Technology, Engineering, and Mathematics) programs. This paper explores how AI-assisted, hypothesis-driven approaches can address cross-disciplinary challenges and enhance the iterative design process in STEM-related design projects. Using a controlled comparative study, we investigate the efficiency and interdisciplinary knowledge integration enabled by AI tools such as Large Language Models (LLMs). Our findings reveal that AI not only accelerates workflows by automating routine tasks but also fosters deeper exploration of technical and contextual knowledge. Participants leveraging AI demonstrated greater productivity, producing …

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From Awareness To Action: Embracing Sustainability Topics – An Interview Study About Sustainability Topics With Graphic Design Stakeholders, Fengjin Yu Sep 2025

From Awareness To Action: Embracing Sustainability Topics – An Interview Study About Sustainability Topics With Graphic Design Stakeholders, Fengjin Yu

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Graphic design has the potential to integrate the topic of sustainability due to its interdisciplinary and systemic nature. However, few studies have explored the current situation of sustainability topics within the graphic design field. Through semi-structured interviews, this study explores the current state of sustainability topics in graphic design within Higher Education (HE) settings to explore the possibilities of graphic design on sustainability. This study involved 16 HE graphic design stakeholders in the UK. Findings highlighted the dilemmas and challenges stakeholders encounter when teaching, practising and researching sustainability topics, and identified potential solutions to address these dilemmas. Results show that …

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Spatial-Data Sensemaking: Learning Architecture In The Climate Emergency, Martha Bohm Sep 2025

Spatial-Data Sensemaking: Learning Architecture In The Climate Emergency, Martha Bohm

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Sensemaking is the process of constructing and refining new understandings from the chaos of information surrounding us; during sensemaking cues are extracted from an otherwise overwhelming body of varied information and attended to such that action is possible. Sensemaking is inherent to design praxis, but there are substantial gaps in the literature describing the sensemaking processes which are relevant to design. This paper makes the case that a particular, novel sensemaking praxis, termed spatial-data sensemaking, occurs in architectural design but is heretofore undescribed; this process occurs when constructing an understanding of climate emergency data whilst developing a spatial proposal. This …

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How Playing Or Making Card Games Can Support Universal Design Teaching, Richard Herriott, Asa River Jackson Sep 2025

How Playing Or Making Card Games Can Support Universal Design Teaching, Richard Herriott, Asa River Jackson

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This paper investigates the relative merits of card game making and card game play as a part of teaching Universal Design (UD) theory. The hypothesis was that game approaches could be used to explain and impart the theory of Universal Design in a class room setting. The study involved comparing students´ graphic representations of the design process before and after a lecture and a) UD game making or b) UD game playing activity. Comparison of the graphic representations showed that incidence of design tools (all classes of tool) increased and incidence use of user-centered design tools increased. Game-players were slightly …

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Is Industrial Design Education Prepared For Industry 4.0?, Christoph Koch, Blair Kuys, Gianni Renda Sep 2025

Is Industrial Design Education Prepared For Industry 4.0?, Christoph Koch, Blair Kuys, Gianni Renda

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This article explores the current state of industrial design in relation to future manufacturing technologies and paradigms. To date, no empirical research has been conducted that specifically examines the role of practising industrial designers in relation to their understanding and preparedness for technologies and systems as part of the next manufacturing revolution—Industry 4.0. As industrial design historically emerged in response to mass production, its continued relevance depends on how the profession evolves alongside technological transformation. We argue that changes in current production influence the development of the design profession and therefore its education. Although new technologies and systems are being …

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Positioning Roles Of Ai Representations In Creative Conversation, Lisha Ren, Zhiwen Deng Sep 2025

Positioning Roles Of Ai Representations In Creative Conversation, Lisha Ren, Zhiwen Deng

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In design practice and education, emerging representations and tools, such as artificial intelligence (AI), are challenging the dominance of sketches as the primary creative medium. However, the role of these new representations in design disciplines and education remains ambiguous. To address this ambiguity, this paper proposes a "creative process as conversation" framework to understand representations and tools within the creative process. This framework decouples representational mediums from creative acts driven by subjective intent and knowledge source, revealing the cognitive functions of representations in ideation.. The conversational perspective clarifies AI's advantages: generating inspiring representations, accessing expansive knowledge resources, and integrating different …

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Can Design Inform Education?: A Conceptual Framework For A Learner-Involved Approach In Education, Pelin Efilti, Koray Gelmez Sep 2025

Can Design Inform Education?: A Conceptual Framework For A Learner-Involved Approach In Education, Pelin Efilti, Koray Gelmez

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Relying on teaching as design conceptualization, the analogies between designer-user interactions in design and teacher-learner interactions in education are developed to form the framework of this paper. Reconceptualizing teacher role as designer and learner role as user leads to the discussion of design education from the view of user experience perspective. This paper explores context- and methodology-oriented transformations from a user involvement approach in design to a learner-involved approach in education. The transformations are addressed regarding the process and outcome-specific aspects of design practice, as well as position and instrument-specific aspects of user research. We believe that these aspects can …

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Leveraging Neurodivergent Design Students To Co-Design Education And Develop A Resource For Inclusive Teaching, Karina Bhattacharya, Sabir Khan Sep 2025

Leveraging Neurodivergent Design Students To Co-Design Education And Develop A Resource For Inclusive Teaching, Karina Bhattacharya, Sabir Khan

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This research advocates for a shift towards inclusive teaching practices in industrial design education. Neurodivergent industrial design students and recent graduates were leveraged as experts in their lived experiences to promote inclusivity. This study investigates what recommendations the neurodivergent participants could co-design toward inclusive teaching practices. Seven participants (graduate design students) from a North American institution were asked to share their background, comment on the state of industrial design education, and articulate what an inclusive version could be in the future through interviews and co-design workshops. Thematic analysis revealed 6 themes: (1) Interest: engaging in projects that interested them, (2) …

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Stories And Shaping: How Narrative Methods Enhance Decentralized Studio Learning, Andreas Lanig Sep 2025

Stories And Shaping: How Narrative Methods Enhance Decentralized Studio Learning, Andreas Lanig

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The author investigates how digital and hybrid design studios reconceptualise distance learning from a decentralised perspective. To achieve this, ten narrative interviews were conducted with students and graduates of DIPLOMA University of Applied Sciences during the winter semester of 2024/25. These interviews were then triangulated with visual artefacts, such as sketches and development diaries. Through thematic and interpretative analysis, the author identifies three core dimensions of transformation (professional, personal/interdisciplinary, and epistemic exchange) and delineates a three-stage hierarchy of reflective learning comprising self-observation, dialogue with peers and tutors, and collective narrative construction. Based on these findings, the author has developed a …

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Connectedness In Design Learning Experience – A Qualitative Study Using Nvivo Analysis, Christy Gogu Sep 2025

Connectedness In Design Learning Experience – A Qualitative Study Using Nvivo Analysis, Christy Gogu

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Design being a collaborative field, often requires designers to engage with people from multi-disciplinary backgrounds to bring a concept from sketch to product or service. Social connectedness has been reported to help in this collaboration within and between teams. A design learning environment that promotes perceived social connectedness can aid future designers to cultivate greater collaboration and empathy that is essential for a user-centred approach to designing. This research was conducted to study the role of social connectedness in learning experience from the design educators’, students’ as well as practicing designers’ perspectives. Qualitative data collection was done with 35 semi-structured …

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“Dear My Friend:” Reflective Letter-Writing To Gain Deeper Insights From Design Students, Koray Gelmez Sep 2025

“Dear My Friend:” Reflective Letter-Writing To Gain Deeper Insights From Design Students, Koray Gelmez

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Reflective practices have become an integral tool in design education, bridging technical skill-building with emotional and cognitive improvement. This study investigates the use of reflective letter-writing as a pedagogical approach for a first-year design studio course, where sophomore students wrote letters to incoming freshmen. These letters provided an opportunity for students to share their experiences, insights, and advice, creating a reflective space that deepened their connection with their learning processes. The study draws on qualitative data from 25 design students collected over two years, employing thematic analysis to uncover themes in the letters. The findings revealed two main categories: themes …

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Intertwining Briefs: Reflecting On The Craft Of Design Studio Briefs, Ricardo Sosa, Enya Moore, Jody Watts, Nina Hansopaheluwakan, Rodrigo Hernandez Ramirez, Yaron Meron Sep 2025

Intertwining Briefs: Reflecting On The Craft Of Design Studio Briefs, Ricardo Sosa, Enya Moore, Jody Watts, Nina Hansopaheluwakan, Rodrigo Hernandez Ramirez, Yaron Meron

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Design briefs are widely used in professional practice and design education, serving as key means for communication and learning. This paper explores the functions of design briefs in educational settings, drawing on the collective insights of experienced design educators. Through a series of case studies and collaborative reflections, the paper identifies five key themes: briefing as a relational process, the agency of learners, skills or practice, positionality and values, and briefs for scaffolding. The study also critically examines the potential of generative AI tools for effective brief development, demonstrating their applicability through a hands-on exercise. The findings underscore the need …

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