How Future Proof Is Design Education? A Systematic Review
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| Title: | How Future Proof Is Design Education? A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Brosens, Lore (ORCID |
| Source: | International Journal of Technology and Design Education. Apr 2023 33(2):663-683. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Design, Curriculum Development, Alignment (Education), 21st Century Skills, Industry, Formative Evaluation |
| DOI: | 10.1007/s10798-022-09743-4 |
| ISSN: | 0957-7572 1573-1804 |
| Abstract: | Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1369684 |
| Database: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps. |
|---|---|
| ISSN: | 0957-7572 1573-1804 |
| DOI: | 10.1007/s10798-022-09743-4 |