Abstract

The task of developing a new teaching methodology to train young designers is not an easy one. Given the nature of the discipline, design education must deal with numerous complex and specific aspects in constant change: the mastery and management of creative processes; the balance between strong technical knowledge and good formal capacity; the tension between the application of industrial processes and the handling of artisanal techniques; the capacity to know the updated demands of a humanity in constant change; or the need to develop a rich - and critical - memory of project references. This, together with the current technological and digital paradigm, constantly changing, makes the formation of the designer a completely open debate. How, then, can a good design teaching strategy be designed?