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Open AccessSystematic Review
Contribution of the ‘Equality, Diversity, and Inclusion’ Concept to Design Education: A Systematic Literature Review
by
Emilio Rossi
Emilio Rossi
Prof. Emilio Rossi, Ph.D., FHEA (UK), is a Tenure-Track Assistant Professor in Design at the of of [...]
Prof. Emilio Rossi, Ph.D., FHEA (UK), is a Tenure-Track Assistant Professor in Design at the Department of Architecture, University of Chieti-Pescara, Italy. He completed his Ph.D. studies in Industrial Design at the University Chieti-Pescara, Italy (School of Advanced Studies). He is the principal investigator of the EDIDesK project – Open Access Contents on Design for Equality, Diversity, and Inclusion for Higher Education Programmes – funded by the European Commission under the Erasmus+ (KA220). He has published several papers in various journals. His teaching disciplines include Inclusive Product Design, Inclusive System Design, and Inclusive Product-Service Systems, and his interests include Design Research and Inclusive Design.
1,2,* and
Alessia Brischetto
Alessia Brischetto 3,*
1
Department of Architecture, Gabriele D’Annunzio University of Chieti-Pescara, 65127 Pescara, Italy
2
UdA-TechLab Research Centre, Gabriele D’Annunzio University of Chieti-Pescara, 66100 Chieti, Italy
3
Department of Architecture, University of Florence, 50122 Florence, Italy
*
Authors to whom correspondence should be addressed.
Sustainability 2024, 16(19), 8478; https://doi.org/10.3390/su16198478 (registering DOI)
Submission received: 8 August 2024
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Revised: 25 September 2024
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Accepted: 27 September 2024
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Published: 29 September 2024
Abstract
The rise of awareness and attention around the concept of EDI (Equality, Diversity, and Inclusion) within the scientific and professional communities working in design studies is apparent. However, ensuring high-quality education for all—Sustainable Development Goal 4—while educating future generations of designers in acting responsibly by preventing biased actions requires the higher education (HE) sector to appropriately interpret this multi-concept. A systematization of available knowledge is required to clearly depict main trends and developments made in the field in the last years. A systematic literature review of a sample of 56 works, selected from an original sample of 191 studies, both empirical and theoretical, performed in the field of design education allowed to identify trends, research themes, and disciplinary evolutions of the EDI concept into teaching and learning (T&L) environments. The extracted data show clear interweaves between EDI and design education through three research themes: (i) educational contexts, (ii) design disciplines, and (iii) emerging topics. Future research trajectories for advancing the field of design education are proposed from qualitative interpretation of findings. Synergies among interdisciplinary aspects provide rooms for critical reflection about the opportunities to progress the knowledge in the field within unexplored cultural domains.
Share and Cite
MDPI and ACS Style
Rossi, E.; Brischetto, A.
Contribution of the ‘Equality, Diversity, and Inclusion’ Concept to Design Education: A Systematic Literature Review. Sustainability 2024, 16, 8478.
https://doi.org/10.3390/su16198478
AMA Style
Rossi E, Brischetto A.
Contribution of the ‘Equality, Diversity, and Inclusion’ Concept to Design Education: A Systematic Literature Review. Sustainability. 2024; 16(19):8478.
https://doi.org/10.3390/su16198478
Chicago/Turabian Style
Rossi, Emilio, and Alessia Brischetto.
2024. "Contribution of the ‘Equality, Diversity, and Inclusion’ Concept to Design Education: A Systematic Literature Review" Sustainability 16, no. 19: 8478.
https://doi.org/10.3390/su16198478
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