Conference Agenda

This study demonstrates the potential of an experiential learning approach combining craft production experiences, dialogue with craftsmen, and record-keeping activities for young people. An ageing workforce and declining demand contribute to the loss of cultural identity and intangible value that craftsmanship culture provides to contemporary Japanese society. However, opportunities to engage with crafts beyond mere consumption remain limited. Using Kyoto roof tiles (京瓦 / Kyō-gawara) making as a primary case study, this research examines how experiential knowledge can promote cultural transmission and education through workshops and record-keeping (聞き書き / kikigaki). Through hands-on making and record-keeping, participants gained technical skills and a broader social understanding of local communities, histories, and cultural contexts. It also established a participatory archive of shared narratives—“職人図書 / Shokunin Tosho”—demonstrating how such practices can form a sustainable model for cultural transmission. The findings reposition education within a cultural transmission framework and propose embodied learning methods.

Since the first programs were established in 2011, China's design doctoral education has expanded to 37 institutions by 2024, yet Chinese scholars remain marginalized in international venues like DRS (3.6% of papers, 2012–2024). Through mixed-methods analysis of 426 dissertations, 95 conference papers, 6,239 citations, 40 author trajectories, and 9 interviews, we reveal systematic divergence rather than exclusion. Citation analysis demonstrates a 50.9 percentage point shift: scholars cite 54.5% Chinese-language sources in dissertations but only 3.6% in DRS papers. Author tracking shows 72.5% became one-time participants with no subsequent first-author international publications, evidencing strategic credential-seeking over sustained engagement. Keyword analysis confirms Chinese research concentrates on cultural heritage (58.2%) while international discourse emphasizes user-centered approaches (44.5%). We theorize this as institutionalized epistemic sovereignty: active construction of parallel knowledge infrastructure serving mainland China's knowledge demands independently of international norms, raising fundamental questions about for whom design knowledge should be produced.

This research investigates the interdependencies between the subject of Art History and Design History within undergraduate programs across five prominent institutions in India. The study draws upon the experiences, perspectives, and reflections of both teachers and students and through interviews, curriculum mapping, and classroom observations, explores how these two disciplines influence, overlap, and inform each other in both content and pedagogy. The findings reveal that these subjects are deeply interconnected, with each contributing significantly to the understanding and evolution of the other. The research also highlights institutional variations among curriculum development. It is observed that the absence of a defined framework frequently leads to conceptual overlap and pedagogical ambiguity resulting in inconsistencies in course outcomes and assessment. The study suggests that while the interconnectedness of the subjects is valuable, there is an urgent need to develop a curricular structure that delineates their distinct purposes while maintaining productive intersections.

Fostering intercultural integration of students of diverse backgrounds is a key concern for design education. This study examines how design students at a culturally-diverse North American university perceive cultural inclusivity in their educational experience and effects on sense of belonging and integration. We surveyed 102 undergraduate and graduate students about expressing cultural identities in the design classroom, cultural inclusivity of learning materials, environment and interactions, and navigating challenging experiences in cross-cultural integration at the school. Although the study found a considerable level of cultural inclusivity, findings suggest that efforts to foster diversity and integration are still necessary, since difficulties seem to disproportionately affect international students – communication barriers, group work imbalances, critique sessions not inclusive, and learning materials that do not reflect global, multicultural perspectives. Based on the findings, we indicate areas for improvement and share recommendations on making design education more inclusive, equitable, and responsive to diverse student needs.

This paper presents a case study of the ‘Rural Fieldwork and Design Practice’ course at the School of Fine Arts, Minzu University of China, examining how situated learning in ethnic regions of Western Sichuan cultivates public design sensibilities. By engaging students in deep cultural immersion – from intangible cultural heritage documentation to community-based design interventions – the curriculum transforms local ethnic knowledge into plural pedagogical resources. The study analyses how students develop relational competencies through ethnographic fieldwork, collaborative design exhibitions, and cultural creative markets. Findings demonstrate that this situated approach fosters political sensitivity toward ethnic cultures, nurtures cross-cultural collaborative reflexes, and strengthens systemic awareness of design’s role in cultural sustainability. The paper argues for embedding plural epistemologies and localized practices within public design education, offering an innovative model for training designers capable of navigating complex socio-cultural contexts while advancing global conversations on culturally grounded design pedagogy.

Advances in AI, wearables, exoskeletons, and BCIs are driving human augmentation (HA) into everyday use, yet education lacks a design-focused definition, a practical positioning language, and awareness of ethics. This study asks: How should HA be defined for design, and how can a critical, inclusive approach be taught and validated? Based on systematic reviews, we propose a three-part toolkit: a Human–Machine–Environment paradigm that redefines objects and boundaries; a map of design possibilities (dimensions, categories, intervention levels); and ethical dimensions spanning the thing, the human, the environment, and society. We validated the toolkit through three 8–11 week speculative workshops (n=45). Four case results indicate improved placement of interventions, routine co-reasoning between values and functions, and shifts in concepts from physical replication towards sensory, cognitive, and social augmentation. Remaining gaps include uneven coverage and the limited scope of augmentation. We offer a transferable pedagogy and governance-by-design pathway for HA.