A systematic literature review on co-design education and preparing future designers for their role in co-design

As emphasised by various researchers, the role of designers is now\nless about ‘designing for’ and more about ‘designing with’ users\nand other stakeholders. The main reason behind this shift relates to\nthe importance of the active involvement of ‘people with lived\nexperience’ in co-design. Now, designers are also expected to facilitate\nthe active participation of non-designers in co-design processes.\nHowever, it is noted that the importance of co-design and\nthe role of designers in co-design have not been widely integrated\ninto design education. Thus, a systematic literature review is conducted\nto find out the necessity and prevalence of co-design education\nin higher education programmes and its instructional\nmethods. This paper presents the outcomes of the review of seventeen\n(n = 17) studies, published between 2007 and 2021, analysed\nthrough thematic analysis via NVivo. The findings of this study shed\nlight on the necessity, structure, and challenges of co-design education,\nas well as evaluation, gaps, and opportunities in this area.\nSpecifically, the significance of motivating students to acquire the\nnecessary mindset for co-designing, which can potentially initiate\na meaningful co-design process through game-based approaches\nand self-learning, is underlined.