Abstract
Industrial designers play a significant role in seeking out alternative solutions to the wasteful lifestyles of contemporary society. But how has the design education community responded to the challenge? Is ecological sustainability now sufficiently integrated within industrial design academic programs? Do studio projects engage students into long-term visioning into the environmental implications of their design outcomes? Does mainstream studio thinking include the minimization of ecological impacts of the products and systems that are created? Are academics and students adequately informed of strategies for ecological product development (ecodesign), and if they are, do they apply those in their design endeavours? Are students provided with opportunities for imagining solutions that foster sustainable behaviours of production and consumption? Are environmental aspects considered along with traditional design criteria in assessing student works? Do graduates exit university with a sense of responsibility towards promoting sustainable design?
Citation
Ramirez, M. (2004) Ecological Sustainability Integration in Australian Industrial Design Education., in Redmond, J., Durling, D. and de Bono, A (eds.), Futureground - DRS International Conference 2004, 17-21 November, Melbourne, Australia. https://dl.designresearchsociety.org/drs-conference-papers/drs2004/researchpapers/30
Ecological Sustainability Integration in Australian Industrial Design Education.
Industrial designers play a significant role in seeking out alternative solutions to the wasteful lifestyles of contemporary society. But how has the design education community responded to the challenge? Is ecological sustainability now sufficiently integrated within industrial design academic programs? Do studio projects engage students into long-term visioning into the environmental implications of their design outcomes? Does mainstream studio thinking include the minimization of ecological impacts of the products and systems that are created? Are academics and students adequately informed of strategies for ecological product development (ecodesign), and if they are, do they apply those in their design endeavours? Are students provided with opportunities for imagining solutions that foster sustainable behaviours of production and consumption? Are environmental aspects considered along with traditional design criteria in assessing student works? Do graduates exit university with a sense of responsibility towards promoting sustainable design?