Locating writing in design education as a pedagogical asset

Gelmez K., Tufek T. E.

DESIGN JOURNAL, vol.25, no.4, pp.675-695, 2022 (AHCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 25 Issue: 4
  • Publication Date: 2022
  • Doi Number: 10.1080/14606925.2022.2088174
  • Journal Name: DESIGN JOURNAL
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Scopus, IBZ Online, ABI/INFORM, Art Source, Design & Applied Arts Index
  • Page Numbers: pp.675-695
  • Keywords: design pedagogy, design education, writing, reflection, PROFESSIONAL IDENTITY, ENGINEERING DESIGN, TO-LEARN, REFLECTION, STUDENTS, ART
  • Istanbul Technical University Affiliated: Yes


In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners' design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.