Perspectives In Competencies-Based Education: A Curricular Experience To Form A New Industrial Design Profile

There is an evident gap between the quality of the design graduates and what future employers want them to do, it is understood that there is a difference between what they learn in school and what they are required to do in a professional setting. That is why todayâ s designer needs multiple abilities to develop innovative projects in varied contexts. This implies that it is necessary to implement changes in the scope and structure of the design curricula. A methodology was used that helped create a designer profile and a new curriculum proposal with entrepreneurial skills, the capability to identify business opportunities and the ability to manage a design projec

Using engineering design tools in multidisciplinary distributed student teams

Collaborative design practice in distributed student teams is becoming more popular as technology makes it easier to communicate ideas with others that are geographically distant. However, a challenge for students is to use design tools which they are not familiar with. These design tools usually differ from each other and engineers may find it much more difficult to share their ideas. This could make the whole design process longer and less successful. Each year the University of Malta, City University London and University of Strathclyde organise a joint collaborative design project, involving engineering students with different disciplines and cultural backgrounds. In this paper, the patterns of use of design tools by students to collaborate with each other are investigated. Based on survey results of students, this paper proposes an approach which can be utilised by engineering students to enhance collaboration in multidisciplinary distributed design teams.peer-reviewe

Generative design and additive manufacturing in assistive devices : educational strategies for human-centred solutions

This paper explores how Generative Design (GD), Additive Manufacturing (AM), and multi-stakeholder design approaches can inform engineering education for assistive technology innovation. Drawing on two research projects DIGICLAP and PREMIER, it analyses how these methods support the development of adaptive, personalised, and user-centred devices. The study identifies critical gaps in current curricula, particularly in co-design practice, Product–Service System (PSS) thinking, and the application of feedback-driven design. Based on these insights, it proposes targeted educational strategies that integrate GD, AM, and stakeholder collaboration into project-based and interdisciplinary learning environments. These findings contribute to ongoing efforts to align engineering education with the complex, evolving demands of human-centred assistive device design.peer-reviewe

The nature and limitations of user models in the household product design

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