2 results
Search Results
Now showing 1 - 2 of 2
Article Creative Design Engineering Education for Human-Society Integrated Intelligent Systems(Sage Publications Inc, 2026) Erden, Zuhal; Erden, AbdulkadirThe essence and vital roots of scientific activities create theoretical propositions and models that provide unique integrity of the associated concepts, definitions, approaches and methodological components. Design engineering education has made great progress to date by integrating modern methods and tools into the existing process models focused on unique curriculum programs for students' progress during various scientific and technical levels. Contemporary and integrated socio-scientific environments, however, are generally more productive and initiative for future success stories of engineering graduates with high qualifications and science/technology-motivated professional life. Today's global transition from the "industrial-digital age" to the "sustainable knowledge economy and digital society" opens a new path for design engineering education, enforcing a paradigm shift towards training creative professionals who develop and implement new knowledge in real-world social environments. This paper presents and discusses the models, methods and tools to establish a road-map into next-generation creative design engineering education paradigm.Article Understanding Visual Product Language in Industrial Design Education: A Four-Phase Pedagogical Approach(Springer, 2026) Sarisin Coskun, Merve; Berberoglu, Hatice Merve Demirci; Demirci Berberoğlu, Hatice MerveThe ability to construct and interpret visual language is a critical competency in industrial design education, enabling designers to communicate meaning, identity, and value through products. Yet, pedagogical practices often remain fragmented, short-term, and limited in scope, offering little cumulative support for developing these skills. Addressing this gap, this study introduces and evaluates a structured four-phase pedagogical framework designed to progressively foster visual language competencies in undergraduate education. Using a Design-Based Research (DBR) approach, the framework was implemented in a third-year studio course, encompassing: (1) redesigning existing products, (2) meaning generation through adjectives, (3) brand identity-focused product design, and (4) product family design. Data were collected through student design outputs, a 13-item questionnaire, and instructor reflection notes. Thematic analysis and descriptive statistics were applied to triangulate results. Results show that the approach strengthened students' ability to analyze, generate, and transfer visual language. Early phases posed challenges such as adaptation and time constraints, but later phases -particularly brand-oriented and product family design- were perceived as highly effective in consolidating analytical and creative competencies. Questionnaire responses indicated significant increases in students' confidence, while qualitative insights underscored the value of structured sequencing, guided critiques, and iterative reflection in supporting cumulative learning. By integrating theory and practice within authentic studio settings, this study offers a structured and adaptable model that unifies fragmented practices in teaching product semantics, meaning-making, and brand-oriented design. Beyond industrial design, the results suggest broader implications for project-based learning, where phased structures foster deeper engagement, transferable skills, and sustained confidence.
