Abstract
This study explores the “Design Movement on Campus,” a platform launched in Taiwan to advance educational space and innovation through Design Thinking and the Double Diamond model. Grounded in Practice-based Research, the study investigates how the platform has supported 112 school renovation projects and developed professional resources—such as a website, design guides, tools, and workshops—that promote diffusion and design empowerment. It categorizes spatial outcomes into four strategies: Administrative Support, Instructional Support, Inclusive Support, and Co-creative Engagement, demonstrating how interventions align with diverse school needs. Beyond spatial improvement, the research reveals how design mediates interactions between space, pedagogical action, and systemic change. Based on field participation and case analysis, the study highlights design’s dual role as both a method of knowledge production and a mechanism for institutional innovation. The platform’s scalable, collaborative structure illustrates its potential as a transferable model for educational reform.
Keywords
Learning Spaces; Design Thinking; Co-creation; Practice-based Research
DOI
https://doi.org/10.21606/iasdr.2025.505
Citation
Chu, P., Chou, T., Huang, W., Yang, Y., Ai, S.,and Chang, C.(2025) Design Movement on Campus: A Practice-Based Platform for Advancing Educational Space and Innovation through Design Thinking, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.505
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 10 - Design Practices & Impacts
Design Movement on Campus: A Practice-Based Platform for Advancing Educational Space and Innovation through Design Thinking
This study explores the “Design Movement on Campus,” a platform launched in Taiwan to advance educational space and innovation through Design Thinking and the Double Diamond model. Grounded in Practice-based Research, the study investigates how the platform has supported 112 school renovation projects and developed professional resources—such as a website, design guides, tools, and workshops—that promote diffusion and design empowerment. It categorizes spatial outcomes into four strategies: Administrative Support, Instructional Support, Inclusive Support, and Co-creative Engagement, demonstrating how interventions align with diverse school needs. Beyond spatial improvement, the research reveals how design mediates interactions between space, pedagogical action, and systemic change. Based on field participation and case analysis, the study highlights design’s dual role as both a method of knowledge production and a mechanism for institutional innovation. The platform’s scalable, collaborative structure illustrates its potential as a transferable model for educational reform.