Design education: challenges and opportunities resulting from technological developments

Session

Integrated Design

Description

Design education has a special variety and has developed significantly in many countries of the world, initially being part of the academy of arts, and increasingly being transformed into universities and vocational technical education. Design programs have begun to rise in the second half of the 20th century, and have since grown rapidly based on extensive university programs. Such growth and positioning of education in Design has been achieved thanks to technological developments that are known as industrial revolutions. Technological revolutions have enabled changes in social demand, the achievement of design maturity as an academic discipline positioned between science and engineering, and the achievement of international design standards. In this scientific paper, we have applied the descriptive method of developing design programs within the broad university disciplinary context. Research questions address issues related to how design managed to unite engineering, the social sciences, and business studies in the broader industrial context. The unique design positioning near the engineering sciences has been supported by a large group of relevant expertise that has nurtured a combination of education, research and practice in the industrial context.

Keywords:

Design, education, technology, digital transformation, creative industries

Session Chair

Artrit Bytyçi

Session Co-Chair

Sara Sylejmani

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-437-96-7

Location

Lipjan, Kosovo

Start Date

31-10-2020 9:00 AM

End Date

31-10-2020 10:30 AM

DOI

10.33107/ubt-ic.2020.204

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Oct 31st, 9:00 AM Oct 31st, 10:30 AM

Design education: challenges and opportunities resulting from technological developments

Lipjan, Kosovo

Design education has a special variety and has developed significantly in many countries of the world, initially being part of the academy of arts, and increasingly being transformed into universities and vocational technical education. Design programs have begun to rise in the second half of the 20th century, and have since grown rapidly based on extensive university programs. Such growth and positioning of education in Design has been achieved thanks to technological developments that are known as industrial revolutions. Technological revolutions have enabled changes in social demand, the achievement of design maturity as an academic discipline positioned between science and engineering, and the achievement of international design standards. In this scientific paper, we have applied the descriptive method of developing design programs within the broad university disciplinary context. Research questions address issues related to how design managed to unite engineering, the social sciences, and business studies in the broader industrial context. The unique design positioning near the engineering sciences has been supported by a large group of relevant expertise that has nurtured a combination of education, research and practice in the industrial context.