Cross-Disciplinary Perspectives on Design Research, Education, and Practice

Dear Colleagues,

The integration of the metaverse and artificial intelligence has brought about significant changes to society and everyday life, rendering "everything is possible" not just a slogan, but a reality. These novel concepts, technologies, and media have greatly impacted the practice of design and design education, necessitating a new mode of thinking for designers, design educators, and researchers to adapt to the evolving needs of the times. Design serves as an intermediary between art and technology, and its knowledge system is intricate and diverse, requiring us to embrace cross-disciplinary thinking and contemplate the fundamental nature of design and design education, as well as future development trends. As such, it is essential for designers, design educators, and researchers to re-examine design and its education, critically reflect on the essence of design, and prepare for the opportunities and challenges that lie ahead. Thus, theoretical research via scrupulous literary reviews in various design scopes and empirical studies of significant design cases are welcome.

Potential topics include but are not limited to:

• Frameworks for design education with creativity and critical thinking;
• Significant teaching and learning sequences of design;
• The theoretics and practice within design education approaches;
• Design education of cross-discipline;
• Design education under cross-border cooperation;
• Design implementation for cross-disciplinary;
• Research of creative design strategy;
• Special topic of design case study.

Relevant Reference:

1. Cross, N. Design Thinking: understanding how designers think and work, Berg/Bloomsbury, Oxford and New York, 2011. ISBN 978 184788 6378 (hb), 978 1847886361 (pb);
2. Lin, R.-T. Transforming Taiwan aboriginal cultural features into modern product design: A case study of a cross- cultural product design model. International Journal of Design, 2007, 1, 47–55;
3. Norman D. Why Design Education Must Change, 2010. Available online: https://www.core77.com/posts/17993/Why-Design-Education-Must-Change (accessed on 23 May 2023);
4. Lin, R.; Lin, P.-H.; Chiang, I.-Y.; Yen, C.-C. From Hi-Tech to Hi-Touch: A Global Perspective of Design Education and Practice. Educ. Sci. 2023, 13, 314. https://doi.org/10.3390/educsci13030314;
5. Dorst, K. Frame Innovation: Create New Thinking by Design; MIT Press: Cambridge, MA, USA, 2012;
6. Eriksson, Y. Different Perspectives in Design Thinking; CRC Press: Boca Raton, ‎FL, USA, 2022;
7. Hsu, C.H.; Chang, S.H.; Lin, R. A Design Strategy for Turning Local Culture into Global Market Products. Int. J. Affect. Eng. 2013, 12, 275–283. https://doi.org/10.5057/ijae.12.275;
8. Lawson, B. How Designers Think; Routledge: London, UK, 2006;
9. Leong, B.D.; Clark, H. Culture-Based Knowledge Towards New Design Thinking and Practice: A Dialogue. Des. Issues 2003, 19, 48–58. https://doi.org/10.1162/074793603768290838;
10. Sun, Y.; Wu, I.-W.; Lin, R. Transforming “Ritual Cultural Features” into “Modern Product Forms”: A Case Study of Ancient Chinese Ritual Vessels. Religions 2022, 13, 517. https://doi.org/10.3390/rel1306051.

Prof. Dr. Rungtai Lin
Prof. Dr. Po-Hsien Lin
Prof. I-Ying Chiang
Dr. Ching-Chiuan Yen
Dr. Yikang Sun
Guest Editors

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• design education
• design thinking
• design strategy
• cross-disciplinary