RE-THINKING DESIGN PEDAGOGY, CURRICULA, POLICY, AND PRACTICE

Abstract [English]

Design education is experiencing a significant shift. Conventional methods, primarily focused on strict skill acquisition, market needs, and hierarchical mentorship, are proving inadequate to equip designers for the intricate ethical, social, and environmental challenges we face today. In light of urgent issues such as climate change, social disparities, and swift technological advancements, design education must progress to cultivate critical thinkers who excel in interdisciplinary collaboration and socially responsible innovation. This research employs a qualitative, thorough approach that encompasses comparative curriculum evaluations of leading design institutions—including the National Institute of Design (NID), Indian Institute of Craft and Design (IICD), Stanford d.school, and Aalto University—policy assessments, stakeholder interviews, and global case studies. It investigates how these programs incorporate interdisciplinarity, sustainability, decolonized knowledge, and inclusivity to develop designers who are prepared for the future.The results indicate a common transition from conventional, lecture-based methods toward collaborative, research-oriented, and hands-on learning frameworks. Curricula are increasingly integrating sustainability and ecological responsibility, enhanced by diverse cultural viewpoints and critical examinations of design’s role in society. Policies that promote equitable access and safeguard indigenous and artisan knowledge support this advancement. Additionally, ethical collaborations between academia and industry align commercial objectives with regenerative design, allowing students genuine involvement in the societal effects of their work.In conclusion, this paper suggests a comprehensive reform framework for design education, highlighting the importance of a well-rounded integration of technical skills, ethical awareness, cultural inclusivity, and sustainability. By adopting collaborative teaching methods, interdisciplinary curricula, inclusive policies, and ethical industry collaboration, design education can realize its potential as a catalyst for social equity, innovation, and environmental stewardship in the 21st century Meyer (2020).