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Sidor, Maciej; Boroniec, Krzysztof; Almrott, Ceri; Tully, Robert

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This paper presents a reflective account co-authored by final-year Product Design students, exploring how their personal and cultural backgrounds have shaped their design identities. Using structured reflection, the authors examine how early experiences and underlying values informed their initial engagement with design practice. The paper highlights the significance of lived experience in the evolving journey from student to emerging practitioner. The reflections draw from Rick Rubin's view of creativity as awareness shaped by surroundings and a social-constructivist approach to learning. These ideas help the authors explore how personal histories and studio culture influence identity. Studying in a diverse cohort exposes them to different perspectives and communication styles, prompting them to question their assumptions and consider alternative creative possibilities. This reflective work is part of a ‘Professional Practice’ module that focuses on structured reflection and identity exploration. By using reflective frameworks and sharing experiences in a diverse group, the authors show how the program helps students articulate their identities. This offers valuable insights for educators seeking to foster inclusive, forward-thinking learning environments in design education. The paper highlights the importance of reflective practice in helping students understand how their backgrounds shape their design identities. By examining their educational experiences and peer interactions, the authors see the design studio as a space for storytelling and shared learning. This reflects earlier research that emphasises reflection as vital to creative development. Ultimately, the authors define their identities as designers before graduation and consider their future roles within a diverse, interconnected design landscape.

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