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The study responds to growing pressure to enable 21st-century skills despite time, resource, and policy constraints. Using a PRISMA-based approach, the review extracts eligible studies, codes them in NVIVO, and analyses how they relate to user-centred design in formal schooling. Findings show student benefits for design outcomes and social-emotional skills, while highlighting the need to further develop methodologies in schools through 21st-century skill development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/interaction-with-end-users-in-design-and-technology-education-a-systematic-review/600306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/interaction-with-end-users-in-design-and-technology-education-a-systematic-review/600306.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the systematic review?","Question",{"text":112,"@type":113},"To review research on user-centred design practices and assess their potential application in pedagogical contexts in design and technology (D&T) education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper select and analyze included studies?",{"text":117,"@type":113},"It applies a PRISMA model to extract works meeting inclusion criteria, then analyses articles according to their relation to user-centred design in formal education and uses NVIVO coding to establish themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the review report for students using user-centred design practices?",{"text":121,"@type":113},"The literature indicates advantages for students, including improved design outcomes and strengthened social and emotional skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600306,1792166164,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Interaction with end-users in design and technology education: a systematic review  \nPhilip A. Jones, Liverpool John Moores University, UK  \nAbstract  \nThis paper is a systematic literature review of works focused on user-centred design practicesand their potential application in pedagogical contexts in design and technology (D&T) education. It is a response to the increasingly complex demand of allowing students to develop so-called 21st-century skills within a D&T curriculum, which is often constrained by time, resources, and policy restrictions. This review highlights a range of studies that have been completed in various countries and phases of education, which enabled students to develop empathy with end-users whilst designing specifically for (and in some cases with) them. A Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) model was used to extract works published concerning established inclusion criteria. The articles were analysed according to their relation to user-centred design in a formal education setting and categorised based on the focus of each study. NVIVO was used to code the included literature to establish themes and to support analysis. The literature highlights many advantages to students in engaging in user-centred practices, both contributing towards improved design outcomes as well as improved social and emotional skills. It presents a need to further explore user-centred design methodologies in schools, feasibly through the lens of 21st-century skill development.  \nKeywords  \nUser-centred design, human-centred design, participatory design, co-design, design education, design and technology education  \nPhilosophy, Policy, and Practice  \nIn England, there is a movement towards adopting a supposed ‘knowledge-rich’ curriculum, which has been propelled to the forefront of educational policy, partly due to the introduction of the English Baccalaureate (EBacc) (McLain et al., 2019) . It is argued that D&T takes an‘extremist’ theoretical position towards realism, against the trend (ibid. ) . The renewed focus on explicit knowledge is evidenced in the most recent GCSE and A Level D&T subject criteria (DfE, 2015a; 2015b) . The curriculum is narrowly focused upon examinations, rather than including elements such as creative coursework (Demetriou & Nicholl, 2022), which has a profound effect on D&T and its identity and relevance in the curriculum. Demetriou and Nicholl (2022) warn that a lack of imagination from policymakers regarding the curriculum will lead to a lack of imagination and creativity in students. The shift towards a ‘knowledge curriculum’ thus creates a gap for the development of human skills such as those supported by constructivists and pragmatists.  \nPragmatic philosophies such as those developed by Dewey align with the theoretical position outlined by McLain et al. (2019) . Dewey claimed that “isolation of subject matter from a social context is the chief obstruction in current practice to securing a general training of mind.”  \n(1916, p.73) . D&T aims for students to gain knowledge through reflection and action (Biesta, 2014), established around a deep understanding of context. Some authors describe the learning  \nexperience in D&T as transformative, focusing on ‘abstract knowledge’ as opposed to the‘concrete’. Reflecting on pragmatism and the transformational qualities offered by D&T, it can be said that learning in D&T utilises past experiences by relating them to current interests and practical applications (Miller, 1985; Hickman, 2001; Morrison-Love, 2017), leading to abstract knowledge. Whilst D&T as a subject could be described as all-encompassing, there is however increased evidence of teachers’ biased focus on practical work and potentially routine affairs that offer little value towards knowledge and experience (de Vries, 2005; Nicholl et al., 2013; Nicholl & Spendlove, 2016), which conflicts with the aims of D&T as a rigorous and creative subject outlined in","cbCaiaSzD0MNobLK","https://ap.wps.com/l/cbCaiaSzD0MNobLK","pdf",371773,"English","# Philosophy, Policy, and Practice\n## Links to Industrial Practice and 21st-Century Skills","[{\"question\":\"What is the main purpose of the systematic review?\",\"answer\":\"To review research on user-centred design practices and assess their potential application in pedagogical contexts in design and technology (D\\u0026T) education.\"},{\"question\":\"How does the paper select and analyze included studies?\",\"answer\":\"It applies a PRISMA model to extract works meeting inclusion criteria, then analyses articles according to their relation to user-centred design in formal education and uses NVIVO coding to establish themes.\"},{\"question\":\"What outcomes does the review report for students using user-centred design practices?\",\"answer\":\"The literature indicates advantages for students, including improved design outcomes and strengthened social and emotional skills.\"}]","Interaction with end-users in design and technology education - a systematic review | PDF",1792090425,48]