Toward Sustainable Futures by Design Education

Design plays an integral role in shaping our everyday lives by providing and mediating the objects and relationships we surround ourselves with. As we find our lifestyles inherently unsustainable, design is therefore also implicated. If design is to fully address this issue and meaningfully contribute to future sustainable lifestyles, then it must undergo significant transformation. Part of this transformation must include design education. While many agree on the necessary transformation of design education, disagreements arise as to what this new education might entail and, significantly, how it might be implemented. This article explores how transformations happen in design education and to what extent such education should tackle significant societal issues, including sustainability, amid the increasing complexity and interdependence of modern-day challenges. It investigates practical issues around implementing such education, its challenges and opportunities, as well as how geographical location might help or hinder through aspects such as social or cultural tendencies, infrastructures or regulation and historical context. To this end, six in-depth interviews were conducted with educators at the forefront of this transformation in Scandinavia, most of whom have established courses and programs that address systemic problems and engage students in reflecting and designing to mitigate current challenges. The analysis of interviews utilised an emergent coding method. It led to four important findings that require attention when considering sustainable design education. The findings are (1) these transformations are often driven by impassioned and visionary individuals, (2) new variants of design must incorporate collaborations at all scales and in various formats, (3) increased responsibility arises from immersion in collaborative projects concerning long-term visions, values, and continuity in design beyond current practices and finally, (4) there are some unresolved tensions found in the balance of practical, reflective, and analytical skills needed. At a more abstract level, this paper positions design education as a significant force in transitioning to sustainable futures.