Titlebook: Design Education Across Disciplines; Transformative Learn Miikka J. Lehtonen,Tomi Kauppinen,Laura Sivula Book 2023 The Editor(s) (if applic

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Jeffrey T. Mitchell,George S. Everly Jred to incorporate a variety of new learning and teaching practices. Interestingly, many of these new pedagogical practices have a long and rich history of use in design pedagogy. This chapter articulates the benefits of applying design pedagogy, particularly Design Studio-Based Learning (DSBL), to o

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The MINER,A Detector and Simulation,ic Forum, 2020). At the same time, higher education institutions are increasingly challenged by complexity, change, and ambiguity. Working with ambiguity is a familiar concept in design practice and education, particularly in studio-based learning, and it has further significance for higher educatio

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Aristotel Pappelis,Peter Bahn,Randall Grubbselerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different

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Conference proceedings‘‘‘‘‘‘‘‘ 2024o pandemics, conflict, and societal tensions (Karalis and Raikou, International Journal of Academic Research in Business and Social Sciences 10:479–493, 2020; Schwartzman, Communication Education 69:502–517, 2020). It is of importance and urgency then, to empower learners in such a way that they can

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Saskia Ramm,Pierre Grzona,Hagen Jungation with external stakeholders and for self-reflection. We refer to Challenge-Based Learning, an educational concept developed in engineering education, as a step in transforming education in response to societal changes, where students develop new capacities and are empowered to gain more ownersh