A pedagogical Context to Integrating Trend Forecasting Techniques into Innovative Design Education

Abstract

Despite the abundance of knowledge in trend forecasting evident within many disciplines, there is a dearth of information on the application of trend forecasting in design education in the context of determining the innovation in trends’ concepts and philosophy, theme, colour, materials and finish. This issue stems from the inadequacy of the traditional learning framework in design curriculums to keep up with the multi-layered structure of design professions’ demands that acquire expanded, cross-boundary knowledge and futurology skills. This study suggests a thematic approach that employs trend forecasting as an integral part of the design process, entwined with form, function, desirability, and other considerations that highlight the market development within the real life context. This paper aims to investigate the significance of trend forecasting incorporated in the design education development process, and to set a practical guidance to educators to create a culture of anticipatory progress in learning, teaching and assessment that is completely aligned with the strategic objectives. The study has adopted a case-study based methodology of presenting examples of senior students’ projects and assessing the learning outcomes to be applied as medium synthesizing for new ideas generation. The results demonstrate forecasting through different scales of studies to provide a learning experience that is based on research, application and interaction with the design industry.