Abstract
This research explores the integration between objects, learning, and eco-social justice (ESJ) within undergraduate and postgraduate Design Management programs at an arts university in London, UK. ESJ is defined here as the interconnected pursuit of ecological sustainability and social equity. Using a case study approach, the empirical research examines how students engage with objects through their senses, curiosity, imagination, and peer-to-peer learning in a higher education classroom setting. The research aims to design and utilise a series of artefacts, ‘drinking vessels’, to stimulate critical reflection on ecological and social issues through object-based learning (OBL). While OBL is commonly used in museum education, its application in design education, particularly concerning ESJ, remains limited. This research contributes to understanding how three artefact types (found object, natural object and designed object) support student engagement with ESJ concepts. This paper presents findings from Phase 1 of the research, highlighting the role of artefacts in fostering awareness of ecological and social responsibility, and offering insights for future classroom interventions to deepen the integration of ESJ in design education through OBL.
Keywords
Object-based Learning; Eco-social Justice; Classroom Learning; Design Education
DOI
https://doi.org/10.21606/iasdr.2025.916
Citation
Zhang, L.(2025) Integrating Eco-Social Justice in Design Education: A Case Study on Object-Based Learning in the UK, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.916
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 10 - Design Practices & Impacts
Integrating Eco-Social Justice in Design Education: A Case Study on Object-Based Learning in the UK
This research explores the integration between objects, learning, and eco-social justice (ESJ) within undergraduate and postgraduate Design Management programs at an arts university in London, UK. ESJ is defined here as the interconnected pursuit of ecological sustainability and social equity. Using a case study approach, the empirical research examines how students engage with objects through their senses, curiosity, imagination, and peer-to-peer learning in a higher education classroom setting. The research aims to design and utilise a series of artefacts, ‘drinking vessels’, to stimulate critical reflection on ecological and social issues through object-based learning (OBL). While OBL is commonly used in museum education, its application in design education, particularly concerning ESJ, remains limited. This research contributes to understanding how three artefact types (found object, natural object and designed object) support student engagement with ESJ concepts. This paper presents findings from Phase 1 of the research, highlighting the role of artefacts in fostering awareness of ecological and social responsibility, and offering insights for future classroom interventions to deepen the integration of ESJ in design education through OBL.