Abstract
The rapid integration of artificial intelligence (AI) and other advanced technologies is driving a new paradigm shift in design education, calling for a re-examination of traditional studio pedagogies. This paper argues that current design curricula, often constrained by rigid academic schedules and a focus on polished final deliverables, inadvertently foster a fear of failure and discourage the iterative, exploratory processes that are essential for creativity. To address these systemic issues, this paper proposes a pedagogical framework that reconceptualizes the design studio as a space for cultivating creative confidence, adaptability and resilience in the face of uncertainty. Drawing on Edward de Bono's concepts of lateral and vertical thinking and Raymond Loewy's MAYA (Most Advanced Yet Acceptable) principle, the study compares two case studies from undergraduate industrial design studios to illustrate how abstract concepts can be transformed into tangible learning experiences. The first, a wine rack design project, demonstrates how to encourage creativity within a saturated product category by guiding students from familiar territory toward original solutions. The second, an Apprehension Engine design project, removes conventional reference points entirely, challenging students to embrace ambiguity and generate radical solutions in an uncharted context. Together, these cases show how structured pedagogical strategies can help students master cutting-edge yet acceptable ideas, reframe failure as a constructive process, and cope with the complexity of contemporary design environments. Ultimately, this research underscores the importance of preparing the next generation of designers to navigate an AI-enhanced landscape with both confidence and imagination.
Keywords
Design Studio Pedagogy; Lateral and Vertical Thinking; Creativity; Embracing Failure
DOI
https://doi.org/10.21606/iasdr.2025.135
Citation
Chung, W.(2025) Teaching Design in the 21st Century: New Studio Pedagogies for Emerging Challenges, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.135
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Teaching Design in the 21st Century: New Studio Pedagogies for Emerging Challenges
The rapid integration of artificial intelligence (AI) and other advanced technologies is driving a new paradigm shift in design education, calling for a re-examination of traditional studio pedagogies. This paper argues that current design curricula, often constrained by rigid academic schedules and a focus on polished final deliverables, inadvertently foster a fear of failure and discourage the iterative, exploratory processes that are essential for creativity. To address these systemic issues, this paper proposes a pedagogical framework that reconceptualizes the design studio as a space for cultivating creative confidence, adaptability and resilience in the face of uncertainty. Drawing on Edward de Bono's concepts of lateral and vertical thinking and Raymond Loewy's MAYA (Most Advanced Yet Acceptable) principle, the study compares two case studies from undergraduate industrial design studios to illustrate how abstract concepts can be transformed into tangible learning experiences. The first, a wine rack design project, demonstrates how to encourage creativity within a saturated product category by guiding students from familiar territory toward original solutions. The second, an Apprehension Engine design project, removes conventional reference points entirely, challenging students to embrace ambiguity and generate radical solutions in an uncharted context. Together, these cases show how structured pedagogical strategies can help students master cutting-edge yet acceptable ideas, reframe failure as a constructive process, and cope with the complexity of contemporary design environments. Ultimately, this research underscores the importance of preparing the next generation of designers to navigate an AI-enhanced landscape with both confidence and imagination.