International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 10 December 2024
Author/s:
Ying, Huanya
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (771245375@qq.com)
Abstract:
This study examines the discursive practices, knowledge, and capacity of Chinese university students majoring in product design. It focuses on how these components affect students’ design processes as well as their potential for productive communication and teamwork in design environments. Design thinking and innovation are being shaped by discursive activities like conceptualization, collaboration, prototyping, and presentation, which are becoming more and more important as design education changes to meet the demands of a more globalized and interdisciplinary industry. Surveys and interviews with students from various Chinese universities that provide product design degrees were conducted for this study. The association between students’ discursive skills and their success in important design tasks, such as design critique, presentations, group projects, and internships, was assessed using statistical analysis. Strong discursive knowledge and good design outcomes are significantly correlated, according to the data, suggesting that students with higher discursive capacities typically do better on both theoretical conceptualization and practical design tasks. The study also emphasizes how critical it is to incorporate discursive practices into the curriculum for product design, stressing the need of industrial partnerships, interdisciplinary cooperation, and opportunities for reflective learning to develop students’ skills in real-world situations. In order to help China’s dynamic product design landscape, produce more holistic and communicative designers, the research concludes with recommendations for improving discursive abilities in design education. The results of this study offer educators, curriculum designers, and policymakers important new perspectives on how to help China’s upcoming generation of product designers succeed in the global design business by enhancing their discursive competences.
Keywords: discursive practice, product design, Chinese universities, design education, collaboration, design thinking, innovation, curriculum development, reflective learning, industrial collaboration
DOI: https://doi.org/10.5861/ijrse.2024.24763
Cite this article:
Ying, H. (2024). Discursive knowledge, capacity, and practices among product design majors in Chinese universities. International Journal of Research Studies in Education, 13(19), 1-15. https://doi.org/10.5861/ijrse.2024.24763