Conference Agenda

As speech technologies make rapid strides, facilitating multi-tasking, workflow automation, and cross-cultural collaboration, attention to the adverse effects of such technologies (e.g., legacy bias and inequities) continues to lag, exposing the need for non-designers, such as speech scientists and technologists, to critically assess the ethical implications of their work. In this paper, we present the art-based futuring methods used in a speech technology summer school we co-organized for guiding students in exploring the unintended consequences of speech technology outputs. By sharing our methods and pedagogical insights, we aim to help educators promote discussions on themes like fairness and inclusivity and equip students with skills for defining their own ethical positions and processes for making socially responsible R&D decisions. We show how a combination of scenario building and collaborative manifesto writing can stimulate moral imagination and promote more reflective and responsible R&D practices.

Design for health (D4H) has emerged as its own context for practice, with a corresponding rise in universities offering courses and activities that implement D4H projects in various ways. For the most part, these tend to expose design students to health-related contexts and problems or facilitate interdisciplinary collaborative opportunities. This paper presents an overview of 10 years of D4H curriculum interventions in undergraduate and postgraduate teaching. This culminated in the justification and development of a four-paper D4H minor as a strategic offering within a Bachelor of Design programme. The paper presents the theoretical and practical underpinnings of the D4H minor, shows how the new minor supports the staircasing of student learning and provides examples of student work from the first cohorts. The D4H minor positions “design for health” as a strategic curriculum innovation to help students apply creative, practical, problem-solving skills to complex problems.

This paper explores a pedagogical intervention that leveraged speculative enactment as a portal to utopian futures. During a Blended Intensive Program, students were presented with a design challenge that addresses workplace inclusion by reimagining it as a “future otherwise.” The challenge was projected into a future temporality, allowing participants to respond to contemporary challenges with radical imagination. Drawing on Levitas’s (2013) utopia as method and Bloch’s (1986) notion of concrete utopias, this study investigates how engaging with these enacted visions as sensorial expression serves as a mechanism to unleash potentialities latent in the present. Situated at the intersection of Design Futures, Education Research, and Utopian practices, the paper also draws from research on “futurelessness,” the sense that the future no longer holds personal or collective promise. The “enacting micro-utopias” intervention, performed in a higher education context, is shown to help cultivate open-ended futures and plural imaginations.

Design education is increasingly engaging with global challenges that extend beyond its traditional scope. This study adopts a constellation perspective to explore leadership as a pluralistic, relational, and interpretive practice suited to navigating complexity. A selective literature review spanning 25 years across design education, leadership, management, and research reveals six key provocations: systemic disruption, institutional constraints, commercial pressures, universalising narratives, dominant Western paradigms, and limited critical engagement. These highlight tensions that shape contemporary leadership discourse. The findings invite reflection on leadership as a capacity-building process, one that encourages abductive reasoning, material inquiry, evidentiary thinking, financial awareness, and ethical reflection through situated practice. The paper offers an alternative way of looking at how we might lead better; it is both propositional and a provocation. Leadership is framed as a practice rooted in care, judgment, and epistemic integrity, read across rather than reduced to any single model.

Design education increasingly unfolds across studio, city and digital platforms, yet these environments are rarely orchestrated as coherent learning ecologies. This paper presents Territorial Quest, a location-aware, game-based activity embedded in a master’s level systemic and service design studio. The intervention turns urban exploration into a structured, data-driven process: student teams investigate different neighbourhoods, collect and categorise contextual data through shared digital tools, and participate in a lightweight scoring system that makes fieldwork visible and comparable. Using a research-through-design and design-based approach, the study combines questionnaires, digital trace data and qualitative feedback to examine how Territorial Quest shapes learning. Findings indicate that the activity supports more continuous and systematic fieldwork, strengthens team collaboration and fosters territorial awareness, while also surfacing tensions around competition, data quality and fairness. The paper discusses Territorial Quest as a phygital learning ecology for rehearsing public design capabilities and outlines design implications for public-oriented curricula.

This study explores how teaching service design through Product-Service System projects can encourage reflective sociomaterialist learning for Design for Sustainability in the Global South. It analyses 22 Product-Service Systems projects by undergraduate students at a Thai design school to examine how design education, aligned with Thailand’s bio-circular-green (BCG) economy initiative, helps develop students as social agents who drive sustainable innovation. Using ethnographic action research and thematic analysis, six case vignettes illustrate how participatory design methods and systems thinking in Product-Service Systems projects empower students to build sociotechnical systems and offer localized, community-centered solutions. Findings show that integrating Product-Service Systems practices into service design education supports systemic innovation and policy-oriented learning in developing economies. The research advances design theory by linking sociomaterialist approaches, sustainability education, and innovation policy within the Global South context.