AN INVESTIGATION ON INTERACTIVE THEMES APPERTAINING TO DESIGN EDUCATION, AS CONCEPTUAL COMPONENTS OF A SYSTEM

Abstract

Design education is a highly interdisciplinary area of study, reserving continual common problematics that have close affiliation with technological change, communicative tools or periodic social tendencies, as well as cognitive approaches. This complex operational network necessitates a heuristic approach, involving systemic and intuitive processes synchronously. Aim: Considering the traditional arduousness of defining, measuring or even predicting the existing or probable quantifiable outputs of an educational model focusing on various design disciplines, a basic framework for a conceptual model basing interactive association is constructed, using extensively adopted words or phrases to clarify possible connections for giving way to foreseeable creative ideational strikes in a sustainable educative process. Method: Stated words and phrases are coded and positioned on a comprehensive base quoted from the literature, followed by a mapping via eight generic titles that are used as a tool set for making a classificative settlement on a specific table, peculiar to the research. Components of the table are planned to be associated for an interactive interpretation through the discussion, in the light of the research aims. Results: Intraindividual methodical operation process of this study has shown the decisive effect of systemic thinking in formulating a theoretical guideline for a futuristic design education approach. Particular outcomes point out the actual dominancy of interactive educative models across innovative activities. Conclusion: Particular findings of the research point out that a systems oriented prudential educational guideline, formulating the utilization of intuitive thinking, would revive future-proof approaches concerning design education. Primarily emphasized conceptual factors that are proposed to focus on design education in the light of inferences of this study, are introduced as systemic reasoning, temporal fluidity of educative concepts, cognitive interaction, sustainable innovation and flexible conceptual platforms.