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Diversity in design education is a strength, but it can also lead to tension and misunderstanding. This paper explores learning through friction, framing it not as a by-product of collaboration but as a deliberate pedagogical strategy that enhances learning. It discusses a second-year undergraduate product design module structured around two projects that explore different types of friction. The first project is an individual exploration, framed by an open-ended provocation that creates creative friction through ambiguity. Initially, students feel disoriented by the abstract guidance, but they learn to navigate this uncertainty, fostering reflection and resilience. The second project is a group assignment that introduces technical friction through strict constraints focused on a human-centred “job to be done.” Here, limitations on function and feasibility require team members to negotiate their diverse approaches and expectations. This restrictive environment encourages students to confront limitations, adapt their ambitions, and engage in collaborative problem-solving. The paper explores how intentionally challenging conditions, interpreted through classroom observations and student reflections, foster confidence, autonomy, and inclusivity. Rather than focusing on formal data, it considers student engagement and project outcomes as indicators of how constructive friction can positively influence design learning. It argues that introducing friction intentionally can enhance learning by promoting reflection, resilience, and appreciation for diversity. The module demonstrates this through “friction through freedom” and “friction through constraint,” showing that diversity in design classrooms is both a demographic reality and an educational asset. Embracing discomfort and uncertainty prepares students for the complexities of modern design practice.

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