Beyond the Classroom
Integrating Design Thinking and Territorial Intelligence in Pedagogy: Towards a New Approach for the Transmission of Tangible and Intangible Heritage View Digital Media
Paper Presentation in a Themed Session Houda Kohli Kallel, Amina Tekitek Bouden
The transmission of heritage represents a crucial challenge for preserving the cultural and historical identity of territories. This paper explores the application of Design Thinking and Territorial Intelligence as educational tools, based on student projects in this field. By adopting a methodology based on the analysis of student projects, this research combines the principles of Design Thinking, which emphasizes a user-centered approach, with the concepts of Territorial Intelligence, promoting a deep contextual understanding of local dynamics. The results show that student projects incorporating these innovative approaches allow for the development of more engaging and tailored pedagogical methods, while enriching heritage transmission through improved contextualization. The analysis reveals that the combination of Design Thinking and Territorial Intelligence overcomes the limitations of traditional methods, offering a more interactive and contextualized approach. However, challenges remain, particularly regarding student training and the resources needed for the effective implementation of these methods. Student work demonstrates that these tools can transform pedagogical practices and enhance the conservation of cultural heritage. The implications suggest that it is crucial to support innovative educational initiatives and develop training programs for students. By integrating these approaches, it is possible to positively influence cultural and educational policies, thereby fostering better preservation of intangible and tangible heritage at both local and national levels.
Along Came AI: How Prepared Are Design Schools to Equip Students with the Necessary Skills for the AI-driven Design Landscape? View Digital Media
Paper Presentation in a Themed Session Clara Fernandes, Ricardo Morais
This study tackles the current state of Artificial Intelligence (AI) education in design schools, identifies gaps and challenges, and aims to propose recommendations for enhancing AI preparedness in Design Higher Education. Our methodology starts with a comprehensive literature review of existing research on AI education in design, focusing on best practices and challenges, and a mixed-methods approach to confront the literature contents with the data obtained. For that, we use a content analysis of top-ranked Design schools to assess the current state of design higher education readiness with AI. Finally, we use interviews with experts who have worked, researched on, or taught AI-related content. The study assesses how Design Higher Education Institutions (HEIs) integrate AI into their curricula to equip students with the necessary skills. The study’s main objectives are to evaluate the current state of AI education in design schools, identify gaps and challenges in AI integration, and develop recommendations for enhancing AI preparedness in design schools. This research is significant as it provides valuable insights for design schools to improve their AI education offerings. By addressing the identified gaps and challenges, design schools can better equip their graduates with the skills and knowledge needed to thrive in the AI-driven design landscape. The findings will inform recommendations for improving AI education in design, ensuring that graduates are well-prepared for the AI-driven design landscape.
Sustainable Buildings for Culture in Italy: Lessons from SustainabITALY, an Itinerant Exhibition Designed by Students View Digital Media
Paper Presentation in a Themed Session Francesca Riccardo
Italy has recently experienced the realization of exemplary sustainable buildings for culture - museums, universities, schools, and cultural foundations - satisfying high environmental and comfort standards. Many hold LEED Gold and Platinum certifications, serving as benchmarks for sustainable architecture. The Green Building Council (GBC) Italia database shows these projects are distributed nationwide, with a higher concentration in the North, covering both new constructions and renovations. Disseminating knowledge about them at national and international levels is crucial. This study investigates the potential of an itinerant exhibition as a tool for promoting best practices. To what extent can such an exhibition facilitate the dissemination of knowledge about Italian sustainable building for culture? The paper examines SustainabITALY, a reusable, environmentally friendly experimental exhibition designed by University of Arkansas Rome Center students. Launched in 2024, it traveled from Italy to the USA, the UAE, and back, hosted by various universities. Students assembled and disassembled it, fostering interdisciplinary collaboration and hands-on learning. Funded by the Italian Ministry of Culture, the initiative amplified Italy’s sustainable architectural visibility internationally. It emerged that itinerant exhibitions are effective knowledge dissemination tools, particularly when integrated with conferences, webinars, and digital platforms. The project also offered valuable real-world experience for students, who collaborated with young Roman female architects. Despite logistical and managerial challenges—coordinating stakeholders, shipping, and certifications—the initiative provided insights for future itinerant exhibitions. By describing the SustainabITALY project, this paper contributes to experimental strategies for knowledge dissemination and highlights the role of student-led initiatives in advancing sustainable design globally.
Introducing a Non-Zero Post-Humanistic Framework for Problem Solving in Design Education View Digital Media
Paper Presentation in a Themed Session Louise Kolff, Robert Haubt
This paper proposes an innovative framework within interdisciplinary higher education courses that integrates non-zero post-humanistic design thinking and the concept of embodiment for addressing problem solving. We explore how design education can move from a human-centered approach, to a post-humanistic more-than-human approach. Central to our approach is "non-zero" thinking, emphasising collaborative solutions that benefit all stakeholders—human and non-human—recognising our shared responsibilities within ecosystems. We also introduce the notion of qualia in design education, highlighting how immersive experiences can evoke deeper emotional responses, fostering empathy and a greater understanding of complex problems. This combined approach achieves three key outcomes for students: 1) a deeper intrinsic understanding of the world through subjective experience; 2) an ontological framework for understanding interconnection; 3) an appreciation of collaboration with the more-than-human world through non-zero thinking. Identifying gaps in higher education, we detail the implementation of this framework in three courses across design (Creative Futures), creative industries (Extended Reality for Social Impact Design), and computer sciences (Software Development Fundamentals) and use the United Nations Sustainable Development Goals as examples for problems students need to address. Results from student outputs, surveys and reflections indicate a shift toward broader, more innovative ways of thinking, underscoring the potential of this integrative approach to cultivate resilience and interconnectedness. We discuss possibilities for extending this educational model to assist students in addressing global challenges through a holistic, inclusive and empathetic lens.
