Strategic Design Research Journal

Equality, Diversity, and Inclusion in Design Education

Emilio Rossi — 2025-09-26

In an era where global societal pushes are rapidly producing alterations of social dimensions, both in positive and in negative, the need for enabling solutions that help people to live more cohesively and inclusively is apparent. In this scenario, the principles of Equality, Diversity, and Inclusion (EDI) enable Design Education to be at the forefront of cultural transformations by innovating the teaching and learning practices. Although the concept of EDI is not new in Design studies, today it can contribute to promote pivotal changes in the way designers are trained to work with companies and competitive markets. By stimulating new teaching and learning pedagogies, it is possible to prepare students to better address the pressing issues that are arising. However, to properly integrate EDI into Design Education, some aspects need to be strategically considered; these span from institutional positions against the design culture of teaching staff, to studio settings, and the nature of projects proposed to students. This article delves into the pedagogical advances promoted by the introduction of EDI principles in Design Education and explores how this concept transforms the current teaching and learning methods of Design programs, as well as curriculum development and student engagement.

Research and analysis of teaching contents on Design and EDI in the Italian system of Design Education

Alessio D’Onofrio — 2025-09-26

The study examines how the principles of Equity, Inclusion and Diversity (EDI) are integrated into the curricula of Italian universities, with a particular focus on Architecture and Design courses. It is part of the European project EDIDesK and was done alongside other European universities to compare how these issues are integrated in different countries. Using both qualitative and quantitative methods, the research involved reviewing syllabi and conducting semi-structured interviews with university lecturers. The goal is to provide a current view of how widely EDI issues are recognised and taught in design education in Italy. The findings show an increased interest in EDI but also highlight a significant variation in how these topics are addressed across different regions, teaching methods, and subjects. Inclusion is often seen as a technical issue, yet critical viewpoints and a deeper understanding of how to make inclusion a part of project development are often missing. Despite these challenges, the need to enhance EDI in educational curricula, starting from the early years, is clear. This preparation is vital for new generations of designers to tackle today’s social challenges with more awareness and responsibility.

Integration of Equality, Diversity, and Inclusion (EDI) in Design Education in Poland

Marta Więckowska — 2025-09-26

The paper presents the current picture of the introduction of EDI (Equality, Diversity, Inclusion) into design education curricula in Poland. We focused on design programs taught at eight public art universities. Desk research confirmed EDI-related topics in 51 modules taught on undergraduate first-cycle, postgraduate second-cycle, and unified master’s long-cycle programs. Further interviews with educators allowed us to identify best practices, activities, and challenges in EDI education across various design disciplines. The findings reveal the specifics and outcomes of EDI in the Polish context. We outline a comprehensive overview of educational practices developed by teachers, revealing diverse, multi-level, and often innovative approaches to EDI-related education. It provides rich data and a detailed picture of the characteristics of Polish design education, which could serve as a foundation for developing more systematic national regulations. These regulations could promote the EDI approach more broadly within society and among institutions, enabling more effective collaboration with Academies.

Research and Analysis of Design Education on Equality, Diversity and Inclusion in Slovakia

Zuzana Čerešňová — 2025-09-26

This article presents research findings from the EDIDesK project: Open Access Contents on Design for Equality, Diversity, and Inclusion (EDI) for Higher Education Programs. The initial phase of the research involved researching the best practices that incorporate EDI contents and methodologies within design-related study programs in Slovakia. In the second phase, the best practices were selected and proceeded for more detailed investigation in interviews with selected groups of academics who coordinate and teach modules on Design for EDI. The Faculty of Architecture and Design at the Slovak University of Technology (FAD STU) in Bratislava has the longest and most extensive coverage of the topic of EDI in Slovakia among the higher education institutions. Most of the courses teach students how to create inclusive environments, services, and products for diverse people. Exercises and on-site surveys help students understand the different needs and requirements of people. The courses

Equality, Diversity and Inclusion in Design in Barcelona, Catalonia and Spain

Julia Carrasco Parodi — 2025-09-26

Spain, and particularly Barcelona and Catalonia, have emerged in recent decades as laboratories for EDI practices in urban design, public spaces and policies. However, this institutional and legislative progress has not been equally reflected in Design education, where the integration of EDI remains fragmented and often superficial. This article contextualizes the findings of the EDIDesK project, which investigated the integration of equality, diversity and inclusion (EDI) principles into design education and practice in Spain. Focusing on Barcelona, Catalonia, and Spain, the article uses a historical analysis to show how urban design has served as a primary vehicle for implementing EDI principles, from early accessibility policies to contemporary intersectional feminist approaches. Our research reveals a significant disparity between Spain's progressive EDI achievements in urban design and the limited incorporation of these principles into Design curricula.

Mapping Inclusive Teaching Methodologies in Design Education

Alessia Brischetto — 2025-09-26

In the context of the growing emphasis on Equality, Diversity, and Inclusion (EDI) within higher education, this study explores the current landscape of digital and traditional teaching methodologies in Design and Design-related programmes. Developed within the EDIDesK Erasmus+ project, the research presents a structured benchmarking of tools, toolkits, and pedagogical approaches with EDI potential or application. Drawing from a non-systematic literature review and a structured comparative analysis, three comprehensive databases were created to map existing resources: (1) Toolkits and methodologies, (2) Teaching methodologies and guidelines, and (3) Digital environments and tools. The results reveal a fragmented yet promising scenario where inclusive practices are often embedded within broader human-centred or universal design approaches. This article discusses the implications of such findings for the development of inclusive design education and outlines pathways for future integration and innovation.

Advancing Global Design Education Through Strategic Internationalization

Giuseppe Di Bucchianico — 2025-09-26

This position paper, jointly developed by the Cumulus Association and EIDD – Design for All Europe, articulates a shared vision to advance global design education through strategic internationalization. In the face of climate change, technological disruption, and social inequality, design education must equip future professionals to operate across cultural, social, and geographic boundaries. The paper outlines key strategies that extend beyond traditional mobility programs, advocating inclusive, sustainable, and culturally responsive curricula, collaborative research, and community-building practices. By integrating the principles of “Design for All” with Cumulus’s global network of institutions, it promotes equitable access, interdisciplinary cooperation, and ethical responsibility. The paper ultimately frames design education as a transformative force to address global challenges while fostering creativity, diversity, and social well-being.

Fostering Innovation in Design Education through Equality, Diversity, and Inclusion

Marta Więckowska — 2025-09-26

Equality, Diversity, and Inclusion (EDI) are key principles used today to innovate the Higher Education system in Europe, particularly Design programmes, where components of socially responsible and innovative Design Education are considered strategic. Within this framework, the EDIDesK Project (Open Access Contents on Design for Equality, Diversity, and Inclusion for Higher Education Programmes, Erasmus+ KA220-HED) aims to seek to propose innovative pathways to improve the teaching of Design for EDI at the level of European Higher Education system. The article, which introduces this Special Issue, examines the integration of Equality, Diversity, and Inclusion (EDI) principles into higher education Design programmes in Europe. The study proposes the methodological setting used to map existing teaching practices, identify systemic challenges, and outline directions for embedding EDI more comprehensively within design curricula. The work, along with the collection of articles composing the Special Issue, argues for the need for structural reforms in Design Education. An emphasis is placed on interdisciplinary teaching, closer collaboration with stakeholders, and the recognition of EDI as a core competence for present students. Such measures are essential for preparing students to engage in inclusive, socially responsive, and future-oriented design practice.