“Universal Care” can be regarded as the ultimate goal for Universal Design. It implies that design takes care of not only the user, but also the environment, and all other people directly or indirectly influenced by the design. However, “care” as a concept is not necessarily recognised or incorporated in existing design education.In order to understand what “care” means for design education, the authors have developed two models: the “care” model addresses an Interior Design context, mapping the designer, the client/design, and the environment, to care-giving and care-receiving roles; the “relations” model shows the overlapping between Client, Design object, Design and Environment, for a product design context.Subsequently two case studies (“My home” and “VI Boccia grid”) were presented to illustrate how the models could inform Interior Design education and accessible product design innovation. The game “My home” enabled the Interior Design students to have a detailed conversation about the client’s needs and family relations, thus helping raise the designer’s awareness of care. The “VI Boccia grid” is a game designed for visually impaired people, and the whole design process highlighted issues critical for the success of accessible product development. Design educators, students, design researchers and practitioners can learn from the two models and the two case studies when applying “care” in their design process.<br
