ArticleScientific reports2025
Research on the emerging technological intervention models in design education from a strategic perspective of global design education institutions.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Abstract
With the rapid advancement of emerging technologies, design education is undergoing a model transformation. This study employs a mixed-methods approach that combines semantic textual analysis with semi-structured interviews, which aims to examine the development strategies of 71 design education institutions worldwide to systematically analyze the pathways through which technologies such as Artificial Intelligence (AI), Virtual and Augmented Reality (VR/AR), Big Data, and Robotics are integrated into design education. Four major models of intervention are identified: lab-driven innovation, industry incubation, interdisciplinary fusion, and curriculum integration. The research reveals that emerging technologies primarily intervene in areas such as instructional support, pedagogy, and curriculum structure, while remaining underrepresented in strategic dimensions such as regional distribution of DEIs, degree types, and stakeholder types. It also highlights key challenges including resource disparity, lack of accreditation frameworks, overreliance on technology, and ethical risks. In response, it proposes strategic solutions such as regional resource sharing, modular accreditation systems, human-AI collaborative teaching, industry-driven curriculum optimization, and ethical governance of technology.
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