A systematic literature review on co-design education and preparing future designers for their role in co-design

Melis Örnekoğlu Selçuk; Marina Emmanouil; Deniz Hasırcı; Marianthi Grizioti; Iieva van langenhove

Ayuda

A systematic literature review on co-design education and preparing future designers for their role in co-design

Melis Örnekoğlu-Selçuk ^[4] ; Marina Emmanouil ^[4] ; Deniz Hasirci ^[1] ; Marianthi Grizioti ^[2] ; lieva van langenhove ^[3]
1. [1] İzmir University of Economics
  
  İzmir University of Economics
  
  Turquía
2. [2] National and Kapodistrian University of Athens
  
  National and Kapodistrian University of Athens
  
  Dimos Athens, Grecia
3. [3] Ghent University
  
  Ghent University
  
  Arrondissement Gent, Bélgica
4. [4] Department of Industrial Systems Engineering and Product Design, Design.Nexus Research Group, Ghent University, Kortrijk, Belgium
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Localización: CoDesign: International Journal of CoCreation in Design and the Arts, ISSN 1571-0882, Vol. 20, Nº. 2, 2024, págs. 351-366
Idioma: inglés
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Resumen
- As emphasised by various researchers, the role of designers is now less about ‘designing for’ and more about ‘designing with’ users and other stakeholders. The main reason behind this shift relates to the importance of the active involvement of ‘people with lived experience’ in co-design. Now, designers are also expected to facilitate the active participation of non-designers in co-design processes. However, it is noted that the importance of co-design and the role of designers in co-design have not been widely integrated into design education. Thus, a systematic literature review is conducted to find out the necessity and prevalence of co-design education in higher education programmes and its instructional methods. This paper presents the outcomes of the review of seventeen (n = 17) studies, published between 2007 and 2021, analysed through thematic analysis via NVivo. The findings of this study shed light on the necessity, structure, and challenges of co-design education, as well as evaluation, gaps, and opportunities in this area. Specifically, the significance of motivating students to acquire the necessary mindset for co-designing, which can potentially initiate a meaningful co-design process through game-based approaches and self-learning, is underlined.