Abstract
Student anxiety in design disciplines in higher education seems to have risen since the Covid-19 pandemic and during rapid technology change. In Brazil and the UK, educators notice students struggle with the uncertainties of iterative creative processes, which can hinder their productivity and increase frustration. Anxiety, while a barrier, can also act as a catalyst for innovation when adequately managed. This letter invites a discussion about how educators can support students by fostering emotional resilience, promoting problem-based learning, and integrating information literacy.
DOI
https://doi.org/10.21606/drslxd.2025.151
Citation
Flores, M., Reader, S.,and Iacob, A.(2025) Addressing Student Anxiety in Design Education: A Call for Reflection and Action, 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.2025.151
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Letter
Addressing Student Anxiety in Design Education: A Call for Reflection and Action
Student anxiety in design disciplines in higher education seems to have risen since the Covid-19 pandemic and during rapid technology change. In Brazil and the UK, educators notice students struggle with the uncertainties of iterative creative processes, which can hinder their productivity and increase frustration. Anxiety, while a barrier, can also act as a catalyst for innovation when adequately managed. This letter invites a discussion about how educators can support students by fostering emotional resilience, promoting problem-based learning, and integrating information literacy.