CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
FROM INDIVIDUAL TO INTERCONNECTED: AI-MEDIATED MICRO-STORIES AS A PEDAGOGICAL BRIDGE FOR RELATIONAL AND ETHICAL DESIGN LEARNING IN AUSTRALIA
Gudur, Raghavendra Reddy; Petraki, Petraki; Subramanian, Ram; Aslan, Marjan
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
University of Canberra, Australia
Page(s):
161 - 166
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
Abstract This paper outlines the development of an AI-assisted storytelling framework designed for the Australian design education context, to promote cross-cultural engagement and enhance relational understanding with Indigenous communities. With increasing pressure to offer more courses in asynchronous modes to cater to self-paced learning, running a traditional studio, which is the backbone of reflective practice, is becoming challenging. Especially when it comes to imparting skills for critical and empathic design, in this context, we designed this study as an effort to utilise AI tools to integrate Indigenous pedagogical principles into asynchronous learning environments as a means for relational and ethical design learning. Storytelling, central to many Indigenous knowledge traditions, is often used as a reflective and relational learning method. In this research, we explored the use of storytelling to humanise a technology-mediated design course in a higher education context. The course integrated AI-assisted storytelling, prompting students to use AI as a dialogic partner and consider the ethical, social, and cultural dimensions of design while remaining aware of their own positionality. Students transitioned from narrative understanding to creating contextually grounded design interventions that align with principles of care, reciprocity, and respect for Country. The framework is designed to respectfully utilise indigenous content by avoiding replication or appropriation. Ultimately, the framework resulting from this study will provide a scalable model for integrating Indigenous-informed pedagogies into asynchronous design studios. It also demonstrates ethical use of AI as a means for critical and cultural reflection, helping educators challenge knowledge hierarchies and advance decolonising practices.
Keywords:
