Design and Technology Education (LJMU)
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A Serious Game Proposal for Raising Awareness on Sustainable Development in the Built Environment
Full text linkInteractive serious games enhance science-based communication and promote deeper learning about sustainable development. It is yet undiscovered that how can AI-augmented interactive experiences enhance the engagement and spread awareness. This study proposes an AI-augmented digital serious game in public installation format. First, the study introduces a serious board game centered on Sustainable Development Goal (SDG) 11 to test the learning aspects and the engagement of the game. The study hypothesizes that a serious game with a clear message, engaging mechanics, and appealing design can significantly enhance understanding of sustainability’s relevance to everyday life. Using a Research through Design (RtD) approach, the study incorporated iterative feedback from pilot tests. These tests highlighted the effectiveness of problem-solving and group discussions in fostering engagement. The insights directly informed the design of the digital version, which emphasizes streamlined and accessible gameplay
The teacher\u27s guide\u27s way of communicating with the teacher – within the subject of technology
Full text linkThe materials and artefacts utilized by teachers and students play a crucial role in education. In a subject like technology, where many teachers feel they do not have sufficient competence, curriculum materials such as textbooks and teacher guides provide important support for teachers. Teacher guides, in particular, have the potential to support teachers in different ways. The guidance provided in a teacher\u27s guide can be either directive and talk through the teacher, i.e. telling the teacher what to do, or educative and talk to the teacher, i.e. telling the teacher how to do it and why to do it this way, thereby providing the teacher with knowledge to better understand the teaching of the subject. In this study, we analyze a teacher\u27s guide for grades 7-9 to find out what kind of support it provides the teacher. An adapted framework for the design principles of educative curriculum materials was used. The analysis shows that this particular teacher\u27s guide mostly talks through the teacher, giving the teacher directives on how to teach but without explaining why or suggesting other possible ways. The few educative features found are short and not very detailed. The support an educative teacher\u27s guide could provide would give the teacher agency over their teaching and a better possibility to adapt teaching to situations and students. However, we see little of that kind of guidance in the teacher\u27s guide analyzed in this study and conclude by outlining the possible consequences for technology education
Outputs of a Cross-Cultural Virtual Design Studio: EINSTUDIO – A Design Journey Across Countries
Full text linkFollowing the COVID-19 pandemic, research on Virtual Design Studios (VDS) increased significantly, revealing mixed opinions about their limitations. This paper aims to present these contrasting views on VDS education, with a particular focus on peer-learning. While many studies argue that peer-learning diminishes significantly, or even disappears in VDS, others claim the opposite. The conceptual framework of this study explores the possible limitations of peer-learning in VDS and critically highlights how COVID-19-related anxiety may have influenced many of these opinions. The empirical study discussed in this paper is based on an Erasmus+ project titled European Strategic Partnership Project: European Interactive Industrial Design Studio (EINSTUDIO). Students and instructors from three different countries participated in EINSTUDIO. The project aimed to leverage recent developments in online and web-based communication to address the challenges of teamwork in cross-national teams. Accordingly, this paper investigates whether current virtual technologies support the implementation of cross-national design studios. Variables such as motivation, collaboration, cultural diversity, and the contribution of the e-learning infrastructure are examined through participants’ self-evaluations. The findings indicate that although virtual peer-learning presents certain limitations and cross-national collaboration poses even greater challenges, a more structured methodology, syllabus and close supervision, such as EINSTUDIO’s semi-hybrid studio model, syllabus, and platform can help mitigate issues related to peer-to-peer communication and collaboration issues
Fostering Creativity in School Makerspaces: Principles and a Framework for Assessing Creativity-Supportive Design
Full text linkSchool-based makerspaces are increasingly recognized as powerful contexts for fostering creativity, collaboration, and problem-solving. However, educational research on creativity has often prioritized individual traits or final products, underemphasizing the environmental conditions - physical, social, emotional, and cognitive - that shape creative engagement. This paper argues for re-centering Press, the environmental dimension of Rhodes’ Four Ps model, as a central driver of creativity in educational makerspaces. Drawing on interdisciplinary literature from creativity studies, learning sciences, and educational psychology, the paper identifies six interrelated principles that characterize creativity-supportive learning environments: a supportive socio-emotional atmosphere, learner autonomy, inspirational stimuli, collaborative culture, teacher support and guidance, and equitable access to technology and resources. These principles are synthesized into the Creative Educational Environment Assessment Model, a prospective conceptual framework designed to evaluate and enhance makerspaces in ways that are context-responsive, equitable, and pedagogically robust. The model emphasizes process as well as product, incorporates intellectual resources as a dimension of creative support, and situates teacher capacity as a systemic driver. Intended as both a theoretical scaffold and a practical tool, the framework offers researchers, educators, and policymakers actionable guidance for transforming makerspaces into environments where creativity is structurally supported and democratically accessible
Designing Futures: Place-Based STEM Learning through Cultural and Spatial Innovation
Full text linkThis study examines how culturally grounded and immersive design pedagogies can enhance STEM engagement for Native American middle school students, integrating Place-Based Education (PBE), Culturally Relevant Teaching (CRT), and Problem-Based Learning (PBL). Utilizing Virtual and Augmented Reality (VR and AR) and 3D printing, the project aimed to boost student interest and engagement in STEM through culturally responsive, problem-solving modules. A Design-Based Research (DBR) methodology facilitated a co-design process with educators, community members, and students from three Oklahoma tribes (Citizen Potawatomie Nation, The Otoe-Missouria Tribe, and United Keetoowah Band of Cherokee Indians) to develop a curriculum incorporating local cultural narratives and environmental contexts. Findings show that place-based and culturally relevant pedagogies significantly enhance STEM education in tribal communities. Native educators effectively adapted the curriculum, integrating tribal origin stories and cultural practices into activities like architectural visualization and design thinking. Despite challenges such as irregular attendance and COVID-19 disruptions, the program successfully increased student engagement and motivation, particularly through hands-on hackathons. This research underscores the transformative potential of combining PBE, CRT, and PBL with advanced technologies to deepen students\u27 connections to their heritage, enhance learning experiences, and strengthen STEM identities. Future plans include expanding professional development for educators and incorporating career narratives from Native American STEM professionals to further inspire students. Discussing these topics through the tangible contexts of architecture and interior design makes abstract ideas more engaging and accessible for students. As researchers committed to inclusive and community-centered educational design, our engagement with the three partner Tribal Nations stems from a longstanding collaborative relationship grounded in mutual respect. This partnership is guided by reciprocal learning, with communities benefiting through access to emerging technologies, tailored curriculum, and STEM enrichment for their youth. This study highlights the importance of culturally responsive, place-based STEM education in preparing Native American students for future STEM careers
Generative AI – Creative Pedagogy Versus Creative Application
Full text linkGenerative Artificial Intelligence (GenAI) is rapidly changing and influencing the advertising and graphic design industries. GenAI is reimagining workflows and modifying the skills required for new graduates to secure their first jobs. Agencies are investing in AI technologies, and creative departments are leveraging GenAI for client engagement and conceptual development. However, design educators have been slow to adapt to this change. This lag risks leaving graduates unprepared for a creative industry in the midst of a technological transition. This qualitative study investigates how GenAI is being utilized in creative departments and how design educators are responding. Based on in-depth interviews with agency leaders and design faculty across the United States, a learning gap was made apparent. Agency leaders see GenAI as an essential creative tool for accelerating ideation and concept visualization, while educators remain cautious and prioritize foundational design training. Early pedagogical adopters understand the benefits of integration, but most curricula incorporate GenAI inconsistently, often relying on individual faculty initiative. The findings reveal the need for design educators to help students embrace GenAI as a tool that expands creative exploration and conceptual thinking. In an effort to remain relevant, graphic design educators must train students in both design and GenAI fundamentals. The ability for graduates to create authentic, human-centered design work will be the definition of success in an AI-driven creative industry
Designing for Entrepreneurship: STEM-Based Approaches in Primary Education
Full text linkThis study aims to enhance primary school students\u27 entrepreneurial skills by integrating STEM education. Employing a qualitative action research design, the study involved 19 fourth-grade students (aged 9–10) selected via convenience sampling. Over a six-week period totaling 18 instructional hours, researchers implemented two STEM-based activities aligned with the study\u27s objectives. Data were gathered from multiple sources, including video recordings, e-portfolios, student journals, researcher journals, and student-generated artifacts. The research was guided by a framework encompassing 22 entrepreneurial skills, categorized into three domains: knowledge, skills, and attitudes. Findings indicate that while students did not demonstrate complete competence in all areas, particularly within the entrepreneurial aptitude domain, they showed notable development in their understanding, practical skills, and attitudes related to entrepreneurship
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Full text linkUsing performative objects to foster creativity in an education setting to tackle 26-44 complex challenges
Full text linkCreativity is often seen as something that occurs primarily during the ideation phase of design processes. However, this article argues that there is significant potential in enhancing creativity in the early stages and that this can contribute to youth learning and tackling complex challenges. Using a Danish educational setting as a starting point, the article illustrates how using performative objects in teaching situations fosters creativity in the early stages of a design process. The article concludes that creativity is not merely an individual skill but a social practice and process, where using performative objects creates a conducive context for creativity
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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