This theoretical article explores how design prototyping for technological solutions with public and social dimensions (e.g., data-centric public services) might represent a practice that fosters social learning for policymaking. The paper contributes to two contemporary strands of design research: i) design prototyping in public service innovation processes as a means for designing with institutional arrangements; ii) the role and object of design prototyping in “design for policy”. The central thesis is that, through prototyping, the designing of public technological solutions could become a source of policy knowledge and a driver of policy learning. Therefore, the contribution of designers and design practice might go far beyond the prototyped solution and impact the policy dimension. The article develops an interdisciplinary review to support this perspective, connecting three blocks of theory: i) the enactivist framework, from cognitive science; ii) the social learning framework, from social studies of technology; and iii) the policy learning concept, from policy studies. The review highlights that an enactivist approach helps in appreciating the difference between professional design settings and other social settings in the context of technological innovation, essentially by conceiving cognition driven by the practice of design prototyping as deeply entangled within social and cultural dynamics. The article then attempts to connect theory with practice by discussing an example of service prototyping of a data-centric service for social purposes and its policy implications. In conclusion, authors propose open points for making prototyping meaningful for design for policy and designing with institutional arrangements, starting with the conscious role designers must assume toward institutional constraints during practice
