Abstract

Sketch inhibition (SI) is a frequently observed and recently theorized phenomenon in design higher education. The phenomenon is assumed to be associated with low levels of creativity and low-quality design output. Research on SI still needs to be improved and the pedagogic framework for SI management has only been tentatively developed. The lack of students’ theoretical and practical knowledge of sketching can be regarded as one of the main causes of the inhibition. Due to the absence of a generic theoretical model for sketch activity in design processes, there is a lack of a reference framework for explaining complex sketch actions to student designers. The authors utilize facet theory to integrate existing orthogonal or complementary sketch taxonomies into a comprehensive classification framework to address this. Subsequently, an educational tool named MCST (Multi-Criteria Sketch Taxonomy) and its method of use have been developed, aiming to alleviate symptoms of SI. Additionally, the study employs Peirce’s inquiry theory to integrate MCST into levels 2 and 3 of Thurlow’s pedagogic framework for SI management, which consists of three levels: (1) institution, (2) pedagogy, and (3) individual. This framework aims to address SI at various levels within design education. This integration aims to boost student confidence and creativity with structured exercises and feedback, significantly reduce sketching barriers, and enhance educational outcomes and creative expression. It also predicts improvements in SI students’ symptoms through the application of MCST within this framework. Furthermore, the study presents five interconnected research questions and provides exploratory answers.