Abstract
The critical framework of education through Design-based practices emphasizes hands-on, experiential learning and its role in expanding STEAM education models. This approach leverages enabling technologies, such as digital fabrication tools, to provide transformative educational experiences that address societal challenges. This contribution explores how Design-based educational practices can serve as tools for social empowerment in marginalized communities, specifically examining the integration of STEAM methodologies with digital fabrication technologies to address educational poverty and foster social inclusion. The study discusses a case study focused on eight workshops in Ostia Ponente, where collaboration between universities, local authorities, and social organizations sought to combat educational and material poverty. These workshops integrated manual and digital skill development, fostering resilience and agency among participants. The study situates Design as a tool for social cohesion and systemic change. Designers are portrayed as agents of empowerment, transcending traditional roles to create frameworks that balance social and environmental well-being. By integrating the Third Mission in the Design practice - connecting research, education, and societal needs - the initiative demonstrates the power of territorial empowerment and community engagement. Citizen empowerment emerges as a critical theme, highlighting how informal education and STEAM disciplines can drive sustainable development. These methods foster creativity, critical thinking, and problem-solving skills, addressing disparities in marginalized communities. The program's focus on "learning by doing" bridges gaps in traditional education, promoting vibrant neighbourhoods and reimagining urban development. Ultimately, this case study exemplifies the potential of Design to create inclusive spaces, empower communities, and redefine education to address the complex challenges of the 21st century.
DOI
https://doi.org/10.21606/drslxd.2025.132
Citation
Imbesi, L.,and D'Elia, L.(2025) Education through Design for social empowerment, 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.2025.132
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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Full Paper
Education through Design for social empowerment
The critical framework of education through Design-based practices emphasizes hands-on, experiential learning and its role in expanding STEAM education models. This approach leverages enabling technologies, such as digital fabrication tools, to provide transformative educational experiences that address societal challenges. This contribution explores how Design-based educational practices can serve as tools for social empowerment in marginalized communities, specifically examining the integration of STEAM methodologies with digital fabrication technologies to address educational poverty and foster social inclusion. The study discusses a case study focused on eight workshops in Ostia Ponente, where collaboration between universities, local authorities, and social organizations sought to combat educational and material poverty. These workshops integrated manual and digital skill development, fostering resilience and agency among participants. The study situates Design as a tool for social cohesion and systemic change. Designers are portrayed as agents of empowerment, transcending traditional roles to create frameworks that balance social and environmental well-being. By integrating the Third Mission in the Design practice - connecting research, education, and societal needs - the initiative demonstrates the power of territorial empowerment and community engagement. Citizen empowerment emerges as a critical theme, highlighting how informal education and STEAM disciplines can drive sustainable development. These methods foster creativity, critical thinking, and problem-solving skills, addressing disparities in marginalized communities. The program's focus on "learning by doing" bridges gaps in traditional education, promoting vibrant neighbourhoods and reimagining urban development. Ultimately, this case study exemplifies the potential of Design to create inclusive spaces, empower communities, and redefine education to address the complex challenges of the 21st century.