Themed Issue: Vol. 9 No. 2 2025
Reimagining Design Education
Pedagogy, Practice, and Paradigms in the Global Context

Editor: Dr Ritesh Ranjan
Head of School, Jagran School of Design, Jagran Lakecity University, Bhopal, India. Email: ritesh.r@aol.com

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The Call for Papers

Design education stands at a transformative crossroads, with shifts driven by multiple converging forces. The rapid pace of technological advancements has fundamentally altered the tools and processes used in design and the methods through which design education is imparted. Emerging technologies like artificial intelligence, augmented reality, and 3D printing are generating new creative possibilities while challenging traditional pedagogies. (Adam Fard Studio, n.d.)

Simultaneously, shifting cultural narratives are redefining how design is perceived and practiced. With increasing emphasis on inclusivity, diversity, and representation, design education has to engage with a wider range of perspectives and voices (Singh et al., 2021) (McDermott et al., 2014). This cultural shift points to increasing concerns about addressing social and cultural responsibilities.

Moreover, the urgent call for sustainability has ushered in changes in design education. Today, designers are tasked with producing aesthetically, functionally sound, and environmentally responsible work. This includes integrating circular design principles, prioritising eco-friendly materials, and ensuring a deep commitment to reducing waste. (Kuzmina & Lofthouse, 2022)

To address these new challenges, design education must rethink its pedagogical models. This involves undertaking interdisciplinary collaboration to tackle complex global issues, embedding ethical considerations into the curriculum, and preparing students with the adaptability, creativity, and critical thinking skills necessary for an uncertain future. (Kaygan, & Ayd?no?lu, 2018) Through these efforts, design education can position itself at the forefront of addressing global challenges and advancing a more inclusive, innovative, and sustainable future.

This special issue seeks to explore these transformations by examining futuristic pedagogies, interdisciplinary frameworks, and the role of design in addressing pressing global issues. We invite original research articles, case studies, visual essays, and critical reviews that critically engage with the topics. Submissions should be grounded in strong theoretical frameworks and methods. The articles must be supported by empirical evidence with a clear focus on their practical implications for design education.

We are including wide-ranging areas for submission, which are suggestive and not exclusive:

I. Rethinking Pedagogies in Design Education

  • Case studies of experimental and adaptive teaching methods.
  • Integrating emerging technologies (e.g., AI, VR, and interactive tools) into design curricula.
  • Models for interdisciplinary and collaborative learning in design.

II. Global Perspectives on Design Education

  • Comparative studies of design education systems across diverse cultural and geographic contexts.
  • Strategies for decolonising design curricula and integrating indigenous knowledge.
  • The role of cross-cultural collaborations and exchange programs in shaping design pedagogy.

III. Ethics, Sustainability, and Social Responsibility

  • Teaching sustainability-driven design methodologies.
  • Ethical frameworks for responsible design education and practice.
  • The impact of design on climate action, social equity, and policy-making.

IV. The Future of Design Education

  • Preparing students for emerging roles in the evolving design landscape.
  • Navigating the impact of automation and AI on design careers.
  • The importance of lifelong learning and continuous professional development in design.

Works Cited:

Submission

Deadline: Submission of Full Paper: 25th May 2025.

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