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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.Article The Effects of Common Basic Design Workshops in The Industrail Design Education Held Between 2014-2019(Anadolu Univ, 2021) Ozsuca, Fatma FilizAs in all design disciplines, Industrial Design education starts with "Basic Design". It is the most challenging stage for students to learn in a method and to visualize abstract subjects practically that is never encountered until the end of secondary education. According to present data there are 32 universities providing Industrial Design education in Turkey. With the format of a workshop started in 2014 in Ankara where 5 of these universities are located, the effects of common and different methods of student profiles on education were observed. The aim of the workshop format is to introduce students, lecturers and course contents, and the methods of processing to each other, and to help the students with the same education to acquire the ability to do business on common grounds. It is also important to exhibit the works done as workshop outputs. A total of 3 workshops were held in the same format. After 2017, workshops were held in a different format as a result of the increase in the number of students registered in universities and spatial limitations. In this article, joint workshops and joint workshops between different schools and Atilim University Department of Industrial Design have been examined. It is known that in addition to the workshops examined here, there are also collaborative workshops between different schools.
