Shifting Paradigms: Design Education Next revisits the legacy of DETM 2005 to reflect on the transformed landscape of design across disciplines, industries, and governance. It argues that design’s expanded role demands a critical rethinking of education beyond incremental reform toward a reconstitution of its scope, intent, and impact.
The abstract calls for a shift from inherited pedagogies to deeply situated, practice-led approaches grounded in socio-cultural contexts. It emphasises design’s potential to generate alternative imaginaries and challenge dominant narratives through its own histories and contradictions. Ultimately, it positions educators as active knowledge producers, shaping new directions for design practice and discourse.