Type:

Year:

Editor:

Author:

Rivas, Adriana; Cobreros, Carlos; Villalon, Morena; Calle, Gabriel

Series:

Institution:

Page(s):

DOI number:

ISBN:

ISSN:

Abstract:

This paper explores the integration of systemic thinking, regenerative design, and diversity in design education through a pedagogical experiment developed in the School of Architecture and Design. The study focuses on the seventh-semester concentration in Regenerative Design, where students engaged with rural communities in the Sierra Gorda, Mexico. Fieldwork combined ethnographic observation, participatory mapping, and the use of gigamaps—interactive visual systems built with Kumu—to synthesize complex socio-ecological relationships observed in the field. The methodology fostered a deep understanding of place by linking ecological, cultural, and epistemological diversity with systemic analysis. Through iterative mapping, students visualized interdependencies among actors—human and non-human—identifying leverage points for regenerative interventions. The gigamaps served not only as analytical tools but also as platforms for reflection and co-creation, helping students articulate the systemic dimensions of care, resilience, and equity in design processes. Preliminary findings, drawn from an exit questionnaire and reflective exercises, indicate that students developed a broader awareness of interconnectedness, power dynamics, and the ethical implications of design practice. The results suggest that systemic visualization supports a shift from object-centered to relationship-centered design thinking, enabling more inclusive and context-responsive outcomes. This work contributes to discussions on how regenerative design education can foster cognitive, ethical, and ecological transformation by embracing diversity as a generative condition for learning and design.

Keywords: