Partnership as meaningful tool of the material environment design formation in the context of education process

This paper explores the process of practical Industrial product design education peculiarities at Vilnius Gediminas Technical University, by examining it from Problem-Based Service-Learning (PBSL) perspectives. The author’s viewpoint is developed from conceptual idea to prototype and used as a basis for debate about the following question: How well does design education prepare students for real practical activity? In fact, the historically dominant model in design education, which focuses mainly on vocational skills without real practical adaptation, is investigated. On the one hand, the author observes that this model is still not suitable to provide designers with the critical skills and knowledge required for practical-based projects. On the other hand, the author identifies that traditional teaching can result in a procedural, technical and cognitive limitation. Equilibrating design-based skills with real practical-based skills is an interesting challenge for Industrial Product Design teachers. Discussion around PBSL method issues will be introduced in the case study format and wider influence of real practical-based projects in industrial product design education. Additionally, we could study from similar case studies of vocational disciplines (such as Architecture or Design) that are moving towards a real practical-based approach to their education.