Abstract

The authors review the philosophical understanding of design education in basic school education, and this suggests the need for a more contextual re-conceptualization of the topic. The article expands on an epistemological perspective on understanding the cognitive modes and the learning styles in relation to design education as a part of the basic school education. The authors re-conceptualize the topic and offer clear propositions and models for more insightful and meaningful teaching–learning. The models are examined in depth through a practice research study that explores the scope for feasibility, implementation, and evaluation of the effectiveness of an activity-based teaching–learning, as a part of middle school craft and design education. The objective of the practice is to develop and examine an interdisciplinary teaching framework for Design Education based on the traditional approaches to design learning at Bauhaus, Ulm, and the National Institute of Design. The theoretical significance of the study is to set an example of how design sensibility and awareness can be cultivated in children through indigenous resources and strengths and art and craft heritage. The participatory visual research method is employed, in which the students present their work as learning evidence. The effectiveness of the project is further evaluated by giving the students a pre-questionnaire and a post-questionnaire to determine the enhancement in learning. The results that are drawn from this intervention aim to contribute to future practice and research in design education and the development of a framework for design education curriculum at the school level.