Teaching sustainability in design: assessing the usability of the design for amelioration tool

Abstract

Purpose This study aims to evaluate the usability and effectiveness of the Design for Amelioration (DfA) tool in an educational setting, examining its reception among industrial design students, its impact on the design process and areas for potential improvement.

Design/methodology/approach A cohort of second- and third-year industrial design students applied the DfA tool in their studio projects over a 12-week period, using its structured framework to guide their decision-making. By incorporating people, planet and profit, the tool encouraged students to balance social responsibility, environmental impact and economic viability in their designs. After project completion, focus group discussions were conducted to gather insights into students’ experiences.

Findings The findings indicate that the DfA tool was well-received, with students finding it accessible and beneficial in structuring their design process around sustainability. They appreciated its ability to promote holistic thinking across the three sustainability pillars, though they suggested refinements such as greater flexibility between stages and optional weightings for each pillar.

Originality/value This study underscores the importance of structured sustainability tools in design education and provides insights into how tools like the DfA can be refined to enhance pedagogical impact. The findings contribute to sustainable design education discourse and highlight the role of usability-focused tools in shaping future design practices.