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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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Multilingual Design, Isabel Meirelles, Diane Mikhael, Lesley-Ann Noel, Lesley-Ann Noel Sep 2025

Multilingual Design, Isabel Meirelles, Diane Mikhael, Lesley-Ann Noel, Lesley-Ann Noel

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This conversation is an interview between three professors from a university located in a large cosmopolitan city in Canada. The interview to understand the motivation behind the similar approaches of two of the professors. During the conversation, the professors explore the complexity and opportunities for curricula innovation when teaching design in a very diverse context. They explore how themes of pluriversality, multiculturalism, identities, resilience, and how complicated intersectionality and the local context intertwine and have impacted their curricula, and how these themes can inform the design classes. The professors’ focus in the conversation is on pedagogical strategies, specifically, how they …

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The Fuzzy Edges Of Online Design Studios, Nicole Lotz, Derek Jones, Tina Deiml-Seibt Sep 2025

The Fuzzy Edges Of Online Design Studios, Nicole Lotz, Derek Jones, Tina Deiml-Seibt

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This conversation paper draws upon the professional expertise of three designers of educational online studios. By reflecting on the design, development, and use of two online design studios, Incom and ODS, over the past two decades, the research explores the ‘fuzzy edges’ of studio environments. Studio carries rich peripheral information and ambient awareness, enabling studio users to ‘read the room’. This inherently fuzzy yet crucial process facilitates the formation of impressions that guide and sustain social engagement. While a precise definition of this fuzziness remains elusive, key characteristics can be identified: experiential, visible, performative, incomplete, negotiated, and opportunistic, which are …

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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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Uncertain First Encounters And Dialogues In Design Education, Angeliki Dimaki-Adolfsen, Vibeke Johansen Sjøvoll Sep 2025

Uncertain First Encounters And Dialogues In Design Education, Angeliki Dimaki-Adolfsen, Vibeke Johansen Sjøvoll

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This dialogic paper emerged from the need of a reflective sharing space for our daily pedagogical activities. It delves into moments and interactions with first year design students and attempts to comprehend and reflect upon educational practices. This paper follows fragmental discussions between two scholars, educators, and new colleagues, Angeliki and Vibeke, in the form of digital correspondence, during a hectic autumn semester. Our aim is to decentralize these reflections from our pedagogical skills and toolboxes and to position them within the broader discussion of critical pedagogy and students’ agency to influence the pedagogical activities within their education. Our reflections …

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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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Sociology Through/With Design: Embedding Social Justice Into Design Pedagogy, Anqi Rong, Nina Hansopaheluwakan Edward Sep 2025

Sociology Through/With Design: Embedding Social Justice Into Design Pedagogy, Anqi Rong, Nina Hansopaheluwakan Edward

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Today, many design problems involve complex social and political issues; however, design students often struggle to comprehend the intricacies of these challenges and the depth of existing knowledge. Sociology provides foundational principles for understanding and influencing society, including strategies for supporting communities in combating injustice across various domains. Addressing critical, participatory, inclusive, and speculative design by embedding social justice in design pedagogy allows students/designers to better reflect on the ethical and social consequences of perpetuating stereotypes and provides a starting point for addressing social issues that arise from injustice. We propose that there are three main reasons for incorporating social …

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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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Artificial Intelligence In Future Art And Design Education, Tore Andre Ringvold, Ingri Strand, Peter Haakonsen, Kari Saasen Strand Sep 2025

Artificial Intelligence In Future Art And Design Education, Tore Andre Ringvold, Ingri Strand, Peter Haakonsen, Kari Saasen Strand

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What future challenges and opportunities might AI bring to art and design education, and how can the educational system best be prepared? In a changing society, rapid technological developments can change the need for competences. An example of rapidly evolving technology is artificial intelligence, here limited to text-to-image generation. This is technology where you can write a text to generate an image in a digital system that is trained by large amounts of image and text combinations. Towards an unknown future with constantly new technological innovations, we should have an open but critical look at the opportunities and challenges 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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Design Thinking Pedagogy In A Culture Of Information Immediacy, Ahu Yolac, Philip Plowright Sep 2025

Design Thinking Pedagogy In A Culture Of Information Immediacy, Ahu Yolac, Philip Plowright

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This paper investigates design thinking pedagogy within the context of information immediacy, analysing student work from the Design Principles studio, an interdisciplinary introductory course for first-year students enrolled in five professional design programs. The course emphasizes foundational design thinking skills, including divergent and convergent thinking, abstraction, coherence, cohesiveness, and the hierarchical organization of project information. Through qualitative analysis of student projects, we identify three distinct patterns of engagement: procedural application, emerging integration, and flexible, critical workflow. These patterns reveal how students navigate and internalize design thinking tactics in an era of abundant information and digital tools. We discuss the pedagogical …

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Fostering Circular Competencies In Design: From Uncertainty To Agency, Snorre Näsman, Lotte Nerup, Ditte Bangsund, Rasmus Simonsen, Eva Brandt Sep 2025

Fostering Circular Competencies In Design: From Uncertainty To Agency, Snorre Näsman, Lotte Nerup, Ditte Bangsund, Rasmus Simonsen, Eva Brandt

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This paper examines the concept of Intertwinia as a representation of new possibilities and futures in sustainable design, juxtaposing it against the often-misused term of sustainability in the corporate world. Our investigation draws upon Tony Fry’s notion of “sustain-ability” to challenge traditional discourses on sustainability, advocating for a new paradigm that recognises the finite nature of resources and the significance of ethical design interventions. We focus on the pivotal role of design educators in equipping students with the necessary capabilities to affect change in a circular economy. By highlighting the importance of incorporating a circular mindset within design education, we …

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A New Career Path For Designers: Crowdwork And Designers’ Motivations To Engage In This Employment Model, İrem Dilek Alptekin, Pınar Kaygan Sep 2025

A New Career Path For Designers: Crowdwork And Designers’ Motivations To Engage In This Employment Model, İrem Dilek Alptekin, Pınar Kaygan

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The unabated development of technology continues to affect human life in many aspects, one of which is working life. Over the past decade the world of work has been experiencing digital transformation. Integrating the digital processes and tools into business models, digital transformation has led to the shift in the traditional business structures, hierarchies, relations, and the workplace. Thanks to this shift in the traditional way of work, today, it is possible to outsource the work through an open call to a geographically dispersed mass of people. This means that, companies or individuals now have access to an indefinitely large …

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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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Design Pedagogies To Engage Students In Design For Persons With Dementia Through A Multidisciplinary Collaborative Approach, Cláudia Lima Sep 2025

Design Pedagogies To Engage Students In Design For Persons With Dementia Through A Multidisciplinary Collaborative Approach, Cláudia Lima

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This paper addresses design pedagogies in a Portuguese university aimed at educating and engaging undergraduate students in design practices that meet emerging societal challenges related to health and wellbeing. It explores contributions of design in dementia contexts through a multidisciplinary approach involving students and faculty, health professionals and persons with dementia. The students were assigned to design sensory and cognitive stimulation artefacts for persons with dementia who attend the “Memória de Mim” Day Centre, a service run by the Alzheimer Portugal association. A fundamental premise was to draw on the biographical and cultural features as well as the life stories …

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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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Design Futures Pedagogy: Does The Type Of Exercise, Year Of Study, Order, And Number Of Exercises Matter?, Peter Scupelli, Paulo Carvalho Sep 2025

Design Futures Pedagogy: Does The Type Of Exercise, Year Of Study, Order, And Number Of Exercises Matter?, Peter Scupelli, Paulo Carvalho

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Teaching design for long-term, societal-level sustainability requires design students to learn new design methods that combine Futures Thinking with Design Thinking. This paper explores three questions: (a) how to teach Futures Thinking methods; (b) when to incorporate Futures Thinking into the undergraduate curriculum; and (c) how many exercises to assign to teach a futures method. In this paper, we focus on the Futures Thinking method called Causal Layered Analysis (CLA). Previous research has shown that a “Studio Project CLA” exercise is three times more effective than a “Personal Futures CLA” in helping students apply CLA to their design work. In …

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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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