Design practices and culture have made gradual developments in the last few decades. As contextual factors –economy, commerce, infrastructural development, socio-political issues, have contributed in the progress of design as domain, leading to evolution of design as problem solving tool. Currently, design education has gained interdisciplinary practitioners of design thinking as problem solving tool. In the current times, the pandemic has a ripple effect from health crisis. The economic and social disruption needs humanitarian and holistic approaches. Design as a domain could emerge as problem solving methodology. Challenges of design practices from the pre-pandemic times coupled with newly found complexities of the pandemic world lead to transformation in design education. Uncertainty of the post-pandemic future demands: (a)Sustained and optimized contribution from key areas of intervention in design-products, services, strategies, and models, (b)Evaluation of design thinking methodologies and optimisation of long-term and short-term solutions to understand the transformation of design education. The preliminary study maps: (a) History and evolution of formulating design problems, (b) History of design thinking and challenges of interdisciplinary design thinking, (c) Challenges of design practitioners, (d) Critical overview and challenges of design-education, (e) Role of policy-makers in design practices and education. We consider study of data, case studies, along with a critical overview of design models and methodologies, challenges of design practices, and culture converge towards design education. Design education plays a critical role in increasing the intervention areas for designers and interdisciplinary design-thinking practitioners and in predicting the relevance of design as a domain in post-pandemic future.
Keywords: Thinking, Sustainable, Goals, Practices, Education, Design, Complex, Solutions
Author:
Shweta Rai, Assistant Professor, Lifestyle Accessory Design, Unitedworld School of Law (UID)
