Abstract
This study dwells on the consideration that design literacy offers a holistic framework for design thinking that fosters the development of 'new literacies' essential for today’s world. Design thinking is increasingly adopted in higher education, particularly in non-design fields. However, design literacy isn't being integrated effectively, which significantly hinders a comprehensive understanding and application of design principles. This study explores how design literacy differs from design thinking and why it's important today. It points to the need to reconsider the dimensions of design thinking, as a well-confirmed concept in the literature. It portrays the findings of a case-study that inquires the reflections of the sub-dimensions of design thinking in the context of higher education. As part of an ongoing research project, it introduces the idea of creating a course for first-year undergraduates to build their design literacy knowledge and skills. Recognizing the prevalent European focus within design thinking literature, this study emphasizes the importance of exploring diverse local perspectives. By examining the dimensions of design thinking for both design and non-design fields and their implications for defining design literacy, this study anticipates contributing to this growing area of scholarship.
DOI
https://doi.org/10.21606/drslxd.2025.063
Citation
Yorgancıoğlu, D., Dağlıoğlu, E.K.,and Aydın, Y.Ç.(2025) Design Literacy in Undergraduate Education for Non-Design Fields, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.063
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Full Paper
Design Literacy in Undergraduate Education for Non-Design Fields
This study dwells on the consideration that design literacy offers a holistic framework for design thinking that fosters the development of 'new literacies' essential for today’s world. Design thinking is increasingly adopted in higher education, particularly in non-design fields. However, design literacy isn't being integrated effectively, which significantly hinders a comprehensive understanding and application of design principles. This study explores how design literacy differs from design thinking and why it's important today. It points to the need to reconsider the dimensions of design thinking, as a well-confirmed concept in the literature. It portrays the findings of a case-study that inquires the reflections of the sub-dimensions of design thinking in the context of higher education. As part of an ongoing research project, it introduces the idea of creating a course for first-year undergraduates to build their design literacy knowledge and skills. Recognizing the prevalent European focus within design thinking literature, this study emphasizes the importance of exploring diverse local perspectives. By examining the dimensions of design thinking for both design and non-design fields and their implications for defining design literacy, this study anticipates contributing to this growing area of scholarship.