VIRTUAL Prague Research & Teaching Conference

Abstract

As we transition rapidly from the Fourth Industrial Revolution (4IR) to the Fifth, there is an increasing emphasis on the need for collaborative, interdisciplinary design practices. Cultivating the ability to work effectively within multidisciplinary teams is therefore crucial to integrate into Design higher education pedagogy. This paper presents an innovative interdisciplinary student project conducted between Jewellery and Industrial Design students at the undergraduate level, specifically first- and second-year students. The fields of Industrial Design and Jewellery Design share several key similarities. Designers in both areas need a strong understanding of aesthetics, materials, manufacturing processes, and human factors, which they develop through both theoretical and practical learning. Although the scales of these disciplines differ, their complementary skills and methods create an engaging collaborative process, particularly during the learning phase of these individual skills and knowledge. This study uses an action research approach to evaluate the outcomes, successes, and challenges of interdisciplinary co-creation projects, by reflecting on projects from both the 1st and 2nd years of study. Data collected from student reflections and lecturer observations are analysed to assess the impact of collaborative, cross-disciplinary learning experiences at different levels of the undergraduate teaching and learning process, focusing on various stages of formative knowledge and fundamental practical skill development. This study aims to contribute to a deeper understanding of the potential and challenges of interdisciplinarity in the context of Fifth Industrial Revolution (5IR) education, with particular emphasis on fostering cross-disciplinary, creative problem-solving and the development of essential design competencies.