DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022最新文献
{"title":"DESIGN EDUCATION DOES NOT EXIST IN A VACUUM","authors":"Sinead Ouillon, Paul Magee, A. Woodcock","doi":"10.35199/epde.2022.66","DOIUrl":"https://doi.org/10.35199/epde.2022.66","url":null,"abstract":"","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124356409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Domien Loosen, Ivo Dewit, Thomas Marquenie, Lotte Verboven
The Belgian design scene is not unfamiliar with the concept of service design and has hosted some leading-edge companies throughout the years, pushing the field forward. The next step in the development of the field is the expansion of the academic aspect of service design within Belgium. The topic of service design is already addressed in existing design programmes, though it is yet to be a focus of study on its own. This paper helps to expand the range of study programmes at the University of Antwerp and contributes to shaping the service design landscape in Belgium. The Department of Design Sciences at the University of Antwerp provides students with extended interdisciplinary skills and knowledge, leading them into the world of design. The department now seeks to create an additional master’s programmes with a curriculum catered to service design providing graduates of this programme with all the necessary skills to be at the top of their game when they start their careers in service design. To ensure continuity between what the university delivers and what the job market expects and desires, the programmes will be developed from the ground up. The university, for this study, has worked in collaboration with current leaders in the field, providing their expertise and requirements for the future of service design. Insights were obtained by means of workshops and collaborative projects with students and experts in the service design scene, as well as building on existing literature and current educational programmes across the world.
{"title":"EXPANSION OF SERVICE DESIGN ACADEMICS IN BELGIUM: THE GROUNDWORK FOR A CURRICULUM BASED ON CONTEMPORARY INDUSTRY NEEDS","authors":"Domien Loosen, Ivo Dewit, Thomas Marquenie, Lotte Verboven","doi":"10.35199/epde.2022.96","DOIUrl":"https://doi.org/10.35199/epde.2022.96","url":null,"abstract":"The Belgian design scene is not unfamiliar with the concept of service design and has hosted some leading-edge companies throughout the years, pushing the field forward. The next step in the development of the field is the expansion of the academic aspect of service design within Belgium. The topic of service design is already addressed in existing design programmes, though it is yet to be a focus of study on its own. This paper helps to expand the range of study programmes at the University of Antwerp and contributes to shaping the service design landscape in Belgium. The Department of Design Sciences at the University of Antwerp provides students with extended interdisciplinary skills and knowledge, leading them into the world of design. The department now seeks to create an additional master’s programmes with a curriculum catered to service design providing graduates of this programme with all the necessary skills to be at the top of their game when they start their careers in service design. To ensure continuity between what the university delivers and what the job market expects and desires, the programmes will be developed from the ground up. The university, for this study, has worked in collaboration with current leaders in the field, providing their expertise and requirements for the future of service design. Insights were obtained by means of workshops and collaborative projects with students and experts in the service design scene, as well as building on existing literature and current educational programmes across the world.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130327600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luis Miguel Gutierrez Contreras, Luis Alberto Cordoba, Alejandro Acuña
The concept of crafts is linked to the manual art of creating utilitarian or ornamental objects with traditional materials and processes guided by a generational knowledge. Adding new technologies and materials is acceptable considering boundaries guided by the presence of human customs and family heritage. The history has been leaded since the human being exists, as a domain of the material and the development of technologies to transform it being capable to create tools that are useful for their survival. Neo-Craft is a neologism that gives name a new trend in product design where tradition and technology crossover to bring a new typology of products, linked by folk tradition and the richness of cultural manifestations that people maintain through generations with new ways to manufacture using non-conventional materials and processes. Over a one-week workshop, undergraduate students of Industrial Design programme, designed neo-craft products blending Mexican folk tradition with digital manufacturing technologies. This paper describes the process in the implementation of the challenge and presents the discoveries that were found during the workshop.
{"title":"NEO-CRAFT AS A TREND TO DESIGN A NEW TYPOLOGY OF 3D PRINTED PRODUCTS","authors":"Luis Miguel Gutierrez Contreras, Luis Alberto Cordoba, Alejandro Acuña","doi":"10.35199/epde.2022.74","DOIUrl":"https://doi.org/10.35199/epde.2022.74","url":null,"abstract":"The concept of crafts is linked to the manual art of creating utilitarian or ornamental objects with traditional materials and processes guided by a generational knowledge. Adding new technologies and materials is acceptable considering boundaries guided by the presence of human customs and family heritage. The history has been leaded since the human being exists, as a domain of the material and the development of technologies to transform it being capable to create tools that are useful for their survival. Neo-Craft is a neologism that gives name a new trend in product design where tradition and technology crossover to bring a new typology of products, linked by folk tradition and the richness of cultural manifestations that people maintain through generations with new ways to manufacture using non-conventional materials and processes. Over a one-week workshop, undergraduate students of Industrial Design programme, designed neo-craft products blending Mexican folk tradition with digital manufacturing technologies. This paper describes the process in the implementation of the challenge and presents the discoveries that were found during the workshop.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116665433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How can you deliver innovative teaching to over 150 students to propel their learning, connect them with leading industry experts, solve real world problems, and offer students the chance to learn from their peers across year groups? This paper presents the Design Sprint project; an intense five-day event delivered in 2020/21. This project engaged product design students from Nottingham Trent University (NTU), a team of over ten academics, clients from an industrial design team (Futura Nova), a large healthcare institution (UCL Partners), in addition to partnering with Anglia Ruskin University, to engage with focus groups within healthcare. This paper outlines the preparation and facilitation of the design sprint, identifying why we chose this methodology despite the challenges of remote/online working. The preparation/pre-sprint sessions and the key components of the sprint are discussed, highlighting how we adapted the traditional design sprint model into a hybrid methodology. The activity plan shares the key activities undertaken with examples of the Miro workbooks. Our approach was to build a programme that we could utilise going forward in online or in-person settings, to further develop the product design curriculum at NTU. Our main aim in delivering this methodology was for different year groups to work together in a live collaborative project whilst sharing/learning knowledge from a professional industrial network when utilising a methodology which could be applied in their future professional practice.
{"title":"DESIGN SPRINT METHODOLOGIES TRANSFORMED IN A DIGITAL ENVIRONMENT","authors":"K. Winfield, Nicolette Dullesco Sizer, F. Siena","doi":"10.35199/epde.2022.26","DOIUrl":"https://doi.org/10.35199/epde.2022.26","url":null,"abstract":"How can you deliver innovative teaching to over 150 students to propel their learning, connect them with leading industry experts, solve real world problems, and offer students the chance to learn from their peers across year groups? This paper presents the Design Sprint project; an intense five-day event delivered in 2020/21. This project engaged product design students from Nottingham Trent University (NTU), a team of over ten academics, clients from an industrial design team (Futura Nova), a large healthcare institution (UCL Partners), in addition to partnering with Anglia Ruskin University, to engage with focus groups within healthcare. This paper outlines the preparation and facilitation of the design sprint, identifying why we chose this methodology despite the challenges of remote/online working. The preparation/pre-sprint sessions and the key components of the sprint are discussed, highlighting how we adapted the traditional design sprint model into a hybrid methodology. The activity plan shares the key activities undertaken with examples of the Miro workbooks. Our approach was to build a programme that we could utilise going forward in online or in-person settings, to further develop the product design curriculum at NTU. Our main aim in delivering this methodology was for different year groups to work together in a live collaborative project whilst sharing/learning knowledge from a professional industrial network when utilising a methodology which could be applied in their future professional practice.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121314902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Loginova Polina, Klakova Vlada, E. Bohemia, T. Semichevskaya, Anna Solovyova
We argue that students participating in competitive project activities may facilitate development of their skills such as creative thinking, the formation of “vision” and stress resilience. In this paper, we will reflect on students’ experiences who participated in the 10 weeklong creative Global Studio project, which was delivered online across five countries. The article describes features of the creative studio project, the tasks and goals that the participating students set for themselves, as well as their motivations. An important place in the structure of our exploration is the identification of the aspects in this creative studio project which students perceived to benefit their learning as well as the difficulties they experienced with the implementation of their projects. The article reports the results of a student survey and discusses the attitudes of students with different levels of preparation for creative studio projects. The article highlights the importance of professional projects and project work as an integral part of the educational process of students of creative specialties and notes that competitive projects carried out jointly with students from different countries of the world give a positive experience of combining the educational process. We conclude that in the modern world, virtually devoid of borders due to the development of technology, competitive project activity is a new educational trajectory that brings out the student’s creativity and teaches them to adapt quickly to the changing stressful working conditions.
{"title":"STUDENT EXPERIENCE OF ONLINE INTERNATIONAL DESIGN STUDIO PARTICIPATION","authors":"Loginova Polina, Klakova Vlada, E. Bohemia, T. Semichevskaya, Anna Solovyova","doi":"10.35199/epde.2022.123","DOIUrl":"https://doi.org/10.35199/epde.2022.123","url":null,"abstract":"We argue that students participating in competitive project activities may facilitate development of their skills such as creative thinking, the formation of “vision” and stress resilience. In this paper, we will reflect on students’ experiences who participated in the 10 weeklong creative Global Studio project, which was delivered online across five countries. The article describes features of the creative studio project, the tasks and goals that the participating students set for themselves, as well as their motivations. An important place in the structure of our exploration is the identification of the aspects in this creative studio project which students perceived to benefit their learning as well as the difficulties they experienced with the implementation of their projects. The article reports the results of a student survey and discusses the attitudes of students with different levels of preparation for creative studio projects. The article highlights the importance of professional projects and project work as an integral part of the educational process of students of creative specialties and notes that competitive projects carried out jointly with students from different countries of the world give a positive experience of combining the educational process. We conclude that in the modern world, virtually devoid of borders due to the development of technology, competitive project activity is a new educational trajectory that brings out the student’s creativity and teaches them to adapt quickly to the changing stressful working conditions.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129035586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sebastian Kuschmitz, L. Hoppe, P. Gembarski, R. Lachmayer, T. Vietor
Additive manufacturing (AM) processes provide new levels of design freedom during product development as a result of the layer-by-layer build-up process, so that graded lattice structures, internal cooling channels, or other geometrically distinctive design features are taken into account at an early stage of product development. In addition, these complex geometric features can be realized without significant additional effort during the additive manufacturing process while complying with the restrictions of AM. The "Design for additive manufacturing" research field is trying to offer methods and tools to support the product developer in exploiting the AM potentials and to maintain compliance with the restrictions of the manufacturing process to be able to apply these design freedoms in a targeted and benefit-oriented manner during product development. However, due to a lack of AM knowledge and limited software solutions, the application of these methods and tools is not always possible, because necessary AM knowledge is partial or even completely missing. For this reason, teaching and learning offers are needed that systematically impart specific AM knowledge so that these barriers in product development can be overcome. In this paper, the systematic knowledge acquisition for specific AM knowledge is presented using the example of interactive teaching and learning offers. For this purpose, the basics of systematic knowledge transfer for AM will be discussed first to show the state of research. This is followed by the presentation of the interactive learning environment, which makes AM-relevant topics experienceable utilizing interactive 3D models. Finally, a validation of the presented learning environment for the transfer of specific AM knowledge is presented.
{"title":"DIGITAL KNOWLEDGE TRANSFER FOR ADDITIVE MANUFACTURING USING BLENDED LEARNING","authors":"Sebastian Kuschmitz, L. Hoppe, P. Gembarski, R. Lachmayer, T. Vietor","doi":"10.35199/epde.2022.84","DOIUrl":"https://doi.org/10.35199/epde.2022.84","url":null,"abstract":"Additive manufacturing (AM) processes provide new levels of design freedom during product development as a result of the layer-by-layer build-up process, so that graded lattice structures, internal cooling channels, or other geometrically distinctive design features are taken into account at an early stage of product development. In addition, these complex geometric features can be realized without significant additional effort during the additive manufacturing process while complying with the restrictions of AM. The \"Design for additive manufacturing\" research field is trying to offer methods and tools to support the product developer in exploiting the AM potentials and to maintain compliance with the restrictions of the manufacturing process to be able to apply these design freedoms in a targeted and benefit-oriented manner during product development. However, due to a lack of AM knowledge and limited software solutions, the application of these methods and tools is not always possible, because necessary AM knowledge is partial or even completely missing. For this reason, teaching and learning offers are needed that systematically impart specific AM knowledge so that these barriers in product development can be overcome. In this paper, the systematic knowledge acquisition for specific AM knowledge is presented using the example of interactive teaching and learning offers. For this purpose, the basics of systematic knowledge transfer for AM will be discussed first to show the state of research. This is followed by the presentation of the interactive learning environment, which makes AM-relevant topics experienceable utilizing interactive 3D models. Finally, a validation of the presented learning environment for the transfer of specific AM knowledge is presented.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"687 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116111757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juan Antonio Islas Munoz, Ehsan Baha, G. Muratovski
The automotive design process prevalent in industry that dictates transportation design education, is optimized to facilitate the frequent aesthetic renewal of personally owned vehicles for car-oriented cities. With its origins in the late 1920s, this hyper-specialized design process has barely changed from its original form. In this paper, we provide a brief account of the automotive design process from its origins (analogue) to the present day (digital technologies), followed by a new paradigm instigated by immersive technologies. A passenger drone project is used as an example to describe the possibilities of immersive technologies in this radically innovated process. Enhancements from 2D and 3D to immersive and interactive 4D, enable a lean, yet contextualized process to design radically innovative vehicles.
{"title":"RADICALLY INNOVATING THE AUTOMOTIVE DESIGN PROCESS WITH IMMERSIVE TECHNOLOGIES","authors":"Juan Antonio Islas Munoz, Ehsan Baha, G. Muratovski","doi":"10.35199/epde.2022.15","DOIUrl":"https://doi.org/10.35199/epde.2022.15","url":null,"abstract":"The automotive design process prevalent in industry that dictates transportation design education, is optimized to facilitate the frequent aesthetic renewal of personally owned vehicles for car-oriented cities. With its origins in the late 1920s, this hyper-specialized design process has barely changed from its original form. In this paper, we provide a brief account of the automotive design process from its origins (analogue) to the present day (digital technologies), followed by a new paradigm instigated by immersive technologies. A passenger drone project is used as an example to describe the possibilities of immersive technologies in this radically innovated process. Enhancements from 2D and 3D to immersive and interactive 4D, enable a lean, yet contextualized process to design radically innovative vehicles.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115165621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christina Choi, Wendell Wilson, Brian D. Jones, J. DuBose, K. Vickers
Mild Cognitive Impairment affects significant numbers of people aged over 65. It is growing in prevalence and poses many challenges to independent living. This project examines the case of a multidisciplinary group of subject matter experts engaging graduate design students to investigate and solve specific challenges in this area. Goals included exploration of new solutions and enhanced training of the student participants. Results highlight the importance of end user involvement in development and training.
{"title":"DEVELOPMENT OF ASSISTIVE TECHNOLOGIES TO ADDRESS THE NEEDS OF INDIVIDUALS WITH MILD COGNITIVE IMPAIRMENT IN THE PURSUIT OF INDEPENDENT LIVING","authors":"Christina Choi, Wendell Wilson, Brian D. Jones, J. DuBose, K. Vickers","doi":"10.35199/epde.2022.20","DOIUrl":"https://doi.org/10.35199/epde.2022.20","url":null,"abstract":"Mild Cognitive Impairment affects significant numbers of people aged over 65. It is growing in prevalence and poses many challenges to independent living. This project examines the case of a multidisciplinary group of subject matter experts engaging graduate design students to investigate and solve specific challenges in this area. Goals included exploration of new solutions and enhanced training of the student participants. Results highlight the importance of end user involvement in development and training.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121029524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer’s competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development. From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers’ competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to real-world sustainability problems, challenges, and opportunities' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.
{"title":"THE SUSTAINABLE DEVELOPMENT GOALS APPLIED TO THE FUTURE OF DESIGN EDUCATION","authors":"Beatriz Martínez-Villagrasa, José-Luis Menéndez-Varela","doi":"10.35199/epde.2022.56","DOIUrl":"https://doi.org/10.35199/epde.2022.56","url":null,"abstract":"The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer’s competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development. From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers’ competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to real-world sustainability problems, challenges, and opportunities' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"192 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123652999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022
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