Titlebook: Design Education Across Disciplines; Transformative Learn Miikka J. Lehtonen,Tomi Kauppinen,Laura Sivula Book 2023 The Editor(s) (if applic

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A Meditative Design Development Framework Toward Post Human-Centered Transformation of Pedagogical P3, 2020; Schwartzman, Communication Education 69:502–517, 2020). It is of importance and urgency then, to empower learners in such a way that they can imagine and become actors to make the diverse impacts required.

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https://doi.org/10.1007/978-3-319-99519-9ad more direct impact on teaching and learning than others, Fleming (2021, p. 2) reminds us that the issues go deeper: “[t]he founding mission of public higher education has been pulverised over the last 35?years as universities morphed into business enterprises obsessed with income, growth and outputs” (see also Fleming, 2020).

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The MINER,A Detector and Simulation,n more broadly as a constructive force that supports learning. The chapter conceives of ambiguity as culturally and socially constructed in its context of use, and offers a series of provocations for a pedagogy of ambiguity to support the transformation of teaching and learning in higher education today.

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https://doi.org/10.1007/978-981-10-7742-5 the local social and business environment through interdisciplinary work and comprehensive training. Methodologically speaking, we embrace .: a way of building theory derived from action. This approach differs from . which focuses on design process improvement, and from . which is a theoretical field of study.

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Saskia Ramm,Pierre Grzona,Hagen Jungip of their own learning. We highlight the role of design and designers in developing the capacities needed by students and teachers, and detail the necessary changes in the role and responsibilities of learners and teachers.

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