Conference Agenda

Since 2010, the literature on Education for Sustainable Development has converged on a framework of key competencies that enable students to become relevant professional actors in the sustainability transition. We believe that the E&PDE community should build on this framework to improve the quality of pedagogical activities in design for sustainability. Our aim, through this paper, is to propose an assessment method to systematically evaluate students' competencies in relation to sustainability. We believe that this proposal will help researchers of our community in three ways. First, it will enable teachers to have a better understanding of the level of their students in each competence. Second, it will enable teachers to reflect on their pedagogical practices to better relate their pedagogical activities with competencies for sustainability. Third, it will provide to researchers a stronger validation process to evaluate the efficiency of pedagogical activities regarding competencies for sustainability. The self-assessment questionnaire we propose has been tested on 48 students, from 6 different classes. This Pilot-study enabled us to propose a ready-to-use questionnaire for colleagues of E&PDE community.

During product development (PD), the vision model method is used as a guide to ensure that development is progressing in the desired direction and that the results meet the original goals and expectations. Among other things, the method can also be used to collect feedback from stakeholders and, if necessary, to adapt visions and goals that are recorded and visualized in the vision model accordingly.

In addition, the literature suggests methods and tools for the strategic alignment of the project with sustainability aspects at the start of development projects. The Ten Golden Rules and the design-for-sustainability strategies are important guidelines for a development project in pd. The Ten Golden Rules represent a method for improving product quality and performance, while the design-for-sustainability strategies aim to minimize the environmental impact of products by means of guidelines. Both methods help to focus on the product life cycle and the impact of a product in it. In order to apply these guidelines in practice, they should be integrated into the development process from the outset.

This can be done by training developers and through targeted use in alignment meetings. This can be useful to ensure that the guidelines are adhered to throughout the development process.

Both alignment methods and the vision model are sometimes used independently or either one or the other. This article presents a concept for the active inclusion of sustainability requirements for a product in the vision model. The focus here is on the clear visualization of the goals to be achieved for the long-term orientation of development towards sustainability.

It is often cited that ‘80% of a product’s environmental impact is decided at the design stage’ (European Commission, 2012) and yet it can be very difficult to ensure that undergraduate students truly appreciate the impact of their decisions in the early stages of the traditional double diamond design process. Whilst lectures, statistics and information can give the students an academic outlook on end-of-life issues, there is much to be gained from a hands-on engagement in the delivery of education around these pressing problems.

This paper examines two case studies from two sessions where design for disassembly was taught in a practical way, with each student physically taking apart a waste laptop through a guided session completed in collaboration with a local community interest project focussed on WEEE. By examining feedback from each session, these case studies discuss the impact of physical sessions on the understanding of disassembly by undergraduates, and also its context and importance in the role of design in the circular economy.

The circular economy – a system that aims to keep materials and resources in constant flow, whilst also creating a regenerative future is arguably a critical system to be understood by all undergraduates, equipping them with the broadest sets of skills and contextural, experience-based understanding.

This paper introduces the concept of 'More-Than-Human Design Personae', a novel approach that integrates ecosystem services and social factors into the design process, particularly focusing on the development of applications and tools aimed at enhancing biodiversity and sustainable practices. Using the example of the field lark, we illustrate how an app for farmers can encourage biodiversity measures by embodying the persona of this species. Similarly, the incorporation of bats and wild bees personas demonstrates innovative methods for renovating buildings and brownfields, adhering to animal-aided design principles.

The essence of this approach lies in visualizing and understanding the needs and roles of non-human actors in our ecosystems, thereby fostering a more inclusive and holistic design ethos. This methodology is particularly relevant in the context of ethical, social, and environmental issues in design and engineering education, as discussed in the conference 'Design Education in the Generative AI Era'.

A significant part of this paper is dedicated to exploring how AI tools can be effectively utilized to break down complex ecological and social problems at the persona level. These tools can aid in visualizing the impact and interaction of various species within an ecosystem, thereby providing a clearer understanding of the interconnectedness of life. By integrating AI into the development of design personas, we can create more effective, sustainable, and biodiversity-conscious designs.

The paper argues that incorporating more-than-human perspectives in design education can lead to innovative solutions that address pressing environmental challenges. It emphasizes the need for future designers and engineers to be equipped with the knowledge and tools to consider a wider range of stakeholders in their work, going beyond human-centric approaches to include the intricate web of life that supports and sustains us.

Sustainable awareness, defined as the perception and understanding of the importance of caring for the environment and adopting sustainable practices, has gained increasing significance in today's context of environmental challenges. Education plays a pivotal role in promoting this awareness, from early stages to higher education. To achieve a meaningful shift toward more environmentally respectful behaviors, various pedagogical strategies have been explored, with the use of journals proving to be an effective tool for fostering reflection and the development of pro-environmental skills.

This text addresses the relationship between sustainable awareness and journaling, analyzing its importance in the educational process and in shaping individuals committed to environmental preservation. Additionally, it reviews studies exploring how education and knowledge levels correlate with environmental awareness, highlighting the relevance of higher education in promoting sustainable behaviors. Notably, the implementation of this method over the last two years among multidisciplinary students, from the first to the final year of professional education, has yielded highly favorable qualitative and quantitative results. These results demonstrate deep and positive reflections and compelling data on the utility of journaling in cultivating sustainable habits and awareness.

Through this exploration, the emphasis is on the importance of instilling values, attitudes, and pro-environmental knowledge through education and journaling, aiming for a meaningful shift toward a more sustainable and harmonious future with nature.

This contribution deals with circular design methods, which were identified and pre-selected with the help of a systematic literature research on the scientific database Scopus based on the requirements developed in a previous contribution for small and medium-sized enterprises (SMEs) and small development teams. Both design methods and design tools were identified, which are summarized in this contribution under the term circular design methods. The circular design methods are analyzed, categorized and elaborated upon with respect to these requirements to support Product Development (PD) getting more into circularity. The analysis provides insights on the current status of circular design methods and which development activities in the product development process (PDP) are supported by them. In addition, the evaluation scheme and the assessment of circular design methods for SMEs serves as a support for the selection of suitable circular design methods for development tasks and innovation activities. The contribution follows the overarching process for method selection according to Ernzer and Birkhofer, whereby existing circular design methods are first identified and then analyzed. The circular design methods are then organized in the context of a strategic level, resulting in an initial draft of a catalog of methods, to create from this the circular design toolkit, with 21 circular design methods that can be applied and integrated in SMEs and also pursues the overarching goal of a PD for the circular economy. This circular design toolkit can be developed and proposed in consideration of the product development process model of Integrated Design Engineering, as this approach can also be applied and implemented according to the requirements of SMEs. Finally, a selection of methods from the pre-filtered catalog of methods can be made at company level on an operational and project-specific basis (Ernzer & Birkhofer, 2002).

The aim of this contribution is to provide product developers in SMEs with a preselection of methods suitable for circular product development by analyzing the existing CDM from circular design in order to support their development work and activities in the direction of CE and circular design.