Fostering Student Empowerment through Co-Design-Based Learning: An Exploratory Study in Special Schools in Hong Kong

Authors

Xi Liu, The Hong Kong Polytechnic University, Hong Kong, China
Henry Ma, The Hong Kong Polytechnic University, Hong Kong, China
Newman Lau, University of Leicester, Leicester, UK
Tulio Maximo, Tulane University, New Orleans, USA

Abstract

Participatory Design (PD) has been applied in technology and design education to foster empowerment. However, its application in special education remains under explored. To address this gap, this study proposes a PD method called Co-design-based Learning (CoDBL), which aims to foster digital literacy, design skills, and a sense of empowerment among students in special education. An exploratory case study was conducted in two special schools in Hong Kong to implement the CoDBL method. This study examined students’ learning experiences and perceived empowerment outcomes, as reported by both students and teachers. Additionally, challenges of implementing CoDBL in special education were identified, and recommendations for future improvements were proposed. This study discusses the theoretical framework and empirical findings of conducting CoDBL for students in special education. The findings provide insights for researchers and practitioners in the fields of special education and design.

Keywords

Participatory Design; Learning Experience Design; Special Education; Design-based Learning

DOI

https://doi.org/10.21606/iasdr.2025.1029

Citation

Liu, X., Ma, H., Lau, N.,and Maximo, T.(2025) Fostering Student Empowerment through Co-Design-Based Learning: An Exploratory Study in Special Schools in Hong Kong, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1029

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Conference Track

Track 6 - Co-creation