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.
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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.
DETERMINING THE COMPETENCIES IN DESIGN LITERACY AND PEDAGOGICAL LITERACY FOR NON-DESIGN-TRAINED HIGH SCHOOL TEACHERS TO EFFECTIVELY FACILITATE DESIGN-BASED COMPLEX PROBLEM-SOLVING IN GENERAL EDUCATION
LOH, Wei Leong, Leon; ZONG, Chen
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
Kyushu University, Faculty of Design, Japan; Kyushu University, Graduate School of Design, Japan
Page(s):
292 - 297
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
The purpose of this research is to determine the key competencies required by non-design-trained high school teachers to effectively facilitate design-based complex problem-solving projects using the Japanese context as an example. Design-based complex problem-solving projects are commonly offered in an inquiry-based subject in Japanese high schools. In these projects, students are taught to employ the design process as an approach for solving ill-defined problems. There are currently different ways of defining and articulating the design process by design practitioners and researchers. As such, non-design-trained high school teachers are often confused by different interpretations of the design process. In a previous case study, the authors attempted to rearticulate the design process and unpack it through a storytelling approach, allowing high school teachers to teach students to solve complex problems using relevant design-based approaches. This current study is a follow-up to the previous case study conducted by the authors, which utilized a complex problem-solving project in a Japanese high school as a significant case. The current study conducted a focus group meeting to elucidate key issues faced by teachers who have facilitated the project. Teachers who participated in this focus group had planned and coordinated the implementation of the complex problem-solving project. Based on the findings, the authors not only clarified the required competencies in design literacy that teachers should develop but also emphasized that pedagogical literacy is equally important if non-design-trained teachers are to effectively facilitate design-based, complex problem-solving projects in a general education context.
Keywords:
