Common variables of a good problem: contributions of inclusive design in and beyond academia

Abstract: Design education today faces the complexity of social challenges. Young designers often tend to dive straight into creating abstract drawings and developing conceptual discourses without addressing the core purpose of the design. This lack of a clear purpose can demotivate designers. Drawing upon the author's experience and inclusive design examples, this paper delves into the pedagogical significance of formulating a "good problem". By examining common variables found in the manipulation of everyday objects, including interactions with individuals with disabilities during academic exercises, students have discovered a wellspring of inspiration. The paper advocates for the pivotal role of inclusive design within academia and its potential to fuel innovation in tackling societal challenges. Moreover, it highlights the wide-ranging impact of design solutions born from demanding circumstances, offering benefits to diverse groups of people. By bridging the realms of academia and real-world application, this study seeks to nurture critical reflection and contribute to the enhancement of inclusive design processes.

Keywords: Inclusion, Design process, Problem equation, Design teaching, Societal challenges

DOI: 10.54941/ahfe1004125

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