Scales, spheres and relationships: an approach to educating future designers

In this paper we argue that the current conceptions of sustainability through the Triple Bottom Line are limited, resulting in the social and environmental bottom lines being traded off against economic concerns. Design education reinforces a linear reductionist paradigm of practice. When applied to design for sustainability this paradigm echoes the prioritisation of the economic bottom line through eco-efficient design. So when students are confronted by the complexity of wicked problems and sustainability, they can become overwhelmed and default to eco-efficiency solutions. Our insights are drawn from critical reflection on design education for sustainability practice, a literature review of design education for sustainability and a reflective workshop with education practitioners. These insights have led us to develop a reflective framework of six spheres to enable a more holistic understanding of design
for sustainability. By visualising these spheres as interconnected, students and
designers can engage in constructive reflection and conversations about their ideas in a world of complexity and interconnectedness.