An interdisciplinary co-design and maker approach to regenerative design: nurturing sustainability in fashion and interior design education?

Ryan, Karen, Fallouh, Suzanne and Wilmot, Katie (2025) An interdisciplinary co-design and maker approach to regenerative design: nurturing sustainability in fashion and interior design education? Futurescan: 6: Shifting Paradigms, De Montfort University, Leicester, United Kingdom. 09 - 10 Sep 2025. (In Press)

Abstract

This study reflects a co-designed renewal workshop that united undergraduates from architecture, interior architecture, fashion, textiles, and marketing to create an interdisciplinary regenerative design project. The week-long workshop, which featured tutorials, guest speakers, hands-on collaboration, and shared practices, culminated in an exhibition showcasing innovative design processes and lifecycles. It addressed the research question: How can interdisciplinary co-design and hands-on making impact undergraduates’ creativity in implementing regenerative design principles?

The workshop promoted a regenerative design mindset, emphasising whole-systems thinking to balance societal and ecological needs in response to the climate emergency. The collaborative approach dissolved disciplinary boundaries, aligning with UNESCO’s vision of integrating learning around real-world problems. Empowering students with tools and practices for regenerative design was deemed essential for their future roles in professional and community contexts.

Primary data including students’ design outcomes and reflective practices, were analysed using mixed comparative and autoethnographic methods. Observations, interviews, and ethical consent underpinned the study. These methods measured the stages and processes of interdisciplinary integration, drawing on prior research, such as Fallouh’s (2021) exploration of textiles in spatial and garment design.

The research demonstrated the value of connecting academic and workplace learning, fostering critical thinking and professional skills in design fields. Outcomes included a proposed interdisciplinary toolkit for embedding regenerative principles in undergraduate education. This toolkit aims to support transferable practices across disciplines, extending the impact of design education into professional practice and broader societal contexts.

This record has no associated files available for download.

Contributors

Author: Karen Ryan

Download statistics