Abstract
Design education research is one of the largest clusters of contributions at the Design Research Society 2026 Conference. This editorial reflects on the thirty papers of this cluster presented across five sessions. It identifies emerging concerns and persistent tensions in the field. Drawing on a synthesis of themes including creativity and identity, systemic and situated pedagogies, reflective practices, cultures and knowledges, and AI in design education, the editorial characterises the field as being in a productive phase of transition. Like an adolescent discipline, design education research shows signs of rapid growth alongside enduring continuities and noticeable leaps. Across the papers, a shift is evident from skill transmission towards judgement, care, ethical reasoning and systemic literacy, alongside increasing attention to plurality, situated knowledge and futures-oriented practice. The editorial concludes by offering implications for educators, researchers, institutions and design practice, framing design education as a critical, relational and moral field of knowledge and actionable practices.
Keywords
Design education research; Editorial; Disciplinary transition; Adolescence
DOI
https://doi.org/10.21606/drs.2026.105
Citation
Lotz, N., Sosa, R., and Clemente, V. (2026) Design education in its teenage years: Growth with tensions, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.105
Creative Commons License
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Included in
Design education in its teenage years: Growth with tensions
Design education research is one of the largest clusters of contributions at the Design Research Society 2026 Conference. This editorial reflects on the thirty papers of this cluster presented across five sessions. It identifies emerging concerns and persistent tensions in the field. Drawing on a synthesis of themes including creativity and identity, systemic and situated pedagogies, reflective practices, cultures and knowledges, and AI in design education, the editorial characterises the field as being in a productive phase of transition. Like an adolescent discipline, design education research shows signs of rapid growth alongside enduring continuities and noticeable leaps. Across the papers, a shift is evident from skill transmission towards judgement, care, ethical reasoning and systemic literacy, alongside increasing attention to plurality, situated knowledge and futures-oriented practice. The editorial concludes by offering implications for educators, researchers, institutions and design practice, framing design education as a critical, relational and moral field of knowledge and actionable practices.