Strategies for teaching inclusive design

Engineering designers often see themselves as ‘solution providers’, but there is an emerging need to change this mindset towards ‘user-led innovation’. Inclusive design, as one of the many user-centred design approaches, has the potential to help students appreciate user capabilities, needs, and expectations: a first step towards user-led innovation. This paper discusses approaches to the teaching of inclusive design at degree levels. A number of the challenges of teaching inclusive design to undergraduate students are identified. Three pilot studies are illustrated, focusing on (1) effective user research methods in large class teaching, (2) involving end-users and different disciplines in the design process; and (3) developing case studies based on successful major projects (final year design projects). Next, strategies for teaching inclusive design are proposed. This paper offers practical recommendations in incorporating inclusive design teaching into different levels of design and engineering programmes, which is critical in the training of future designers capable of ‘user-led innovation’.

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