Abstract
This paper explores the implementation of digital production technologies in design education, considering their capacity to facilitate learning processes and the development of contextually relevant design solutions. The research is grounded in a case study conducted within the master’s programme project Designesart, in which students are invited to carry out ethnographic research on the Beira Baixa region in Portugal. Based on this fieldwork, students develop artefacts with a strong local identity, aimed at global markets, using digital technologies suitable for scalable manufacturing. The study analyses how these technologies support the design process by enabling the development of prototypes that reflect both local cultural values and global production requirements. The Designesart project highlights the importance of integrating digital technologies into the design curriculum, fostering collaborative learning opportunities and providing meaningful contact with production systems mirrored in the industry, while maintaining cultural and territorial identity. By addressing the intersection between design, technology, and pedagogy, this paper emphasises the need for teaching strategies that equip future professionals to navigate an increasingly digital and globalised design landscape. It offers a reflection on the challenges and opportunities associated with the integration of digital production technologies in design education and proposes pedagogical approaches capable of responding to the demands of contemporary design and the production of artefacts.
Presenters
Daniela PedroCollaborator, Design, Centro de Investigação e de Estudos em Belas-Artes, Lisboa, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Digital Manufacturing Technologies, Computer-Aided Manufacturing, Project-Based Learning, Designesart
