![]() ![]() Forty participants in teams of up to six were asked to collaboratively visualize a possible future vision of design education based on one of these four scenarios and supported by a toolkit consisting of a set of trigger cards (with images and text), along with markers, glue and flipcharts. One scenario described the progression of design education as a core component of K-12 curricula another scenario situated design at the core of a network of globally-linked local Universities the third scenario highlighted the expanding role of designers over time and the final scenario described a distance design education context that made learning relevant and “close” to an individual learner’s areas of interest. Each scenario presented a specific future design education context. This approach informed the creation of a workshop held at the Design Research Society conference in Brighton, UK in June of 2016, where six design educators shared four future scenarios that served as catalysts for conversations about the future of design education. This report proposes that the process of creating future scenarios that more broadly explore and expand the role, or roles, for design and designers in the world’s increasingly interwoven and interdependent societies can help uncover core needs and envision framework(s) for design education. Exactly how future designers should be prepared to do this has sparked a good deal of conjecture and debate in the professional and academic design communities. Future designers will have to develop skills and be able to construct and utilize knowledge that allows them to make meaningful contributions to collaborative efforts involving experts from disciplines outside design. As the practice of design undergoes change, design education is also expected to adjust to prepare future designers to have dramatically different demands made upon their general abilities and bases of knowledge than have design career paths from years past. Design thinking and methodologies are now considered useful for identifying, framing and solving complex, often wicked social, technological, economic and public policy problems. The demand for innovation in the creative economy has seen the adoption and adaptation of design thinking and design methods into domains outside design, such as business management, education, healthcare, and engineering. ![]()
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