The Concept of ‘Equality, Diversity, and Inclusion’ in Design Education: Overview and Directions

The paper addresses the need to align Design Education with the social complexity of contemporary practice. It examines EDI as an evolving conceptual framework for teaching and learning, arguing that students need cultural and design competencies to recognise exclusionary assumptions and conceive enabling products and services. Its four-stage study combines a literature review, case study analysis, data synthesis and classification, and discussion of future research directions. For the EDIDesK repository, it is relevant as an overview of the conceptual and curricular implications of EDI. The supplied abstract does not establish the effectiveness of any specific pedagogical intervention.