Mapping current research and future directions of Design Literacy with systematic quantitative literature review (SQLR) - define findings and educational implications

Oct 15, 2026

Design literacy is an emerging research field gaining scholarly attention as design thinking spreads across disciplines. The work argues that design literacy strengthens everyone’s ability to address real-world “wicked problems” by developing cognition in making things and making meanings. A systematic quantitative literature review (SQLR) using 12 databases maps research directions and characteristics, revealing foundations in general and design education, limited but concentrated publication in secondary and higher education, and two thematic pathways tied to educational levels.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Digital learning transition and literacy needs

Defining design and design literacy

Design Literacy Defined

Mapping current research and future directions of Design Literacy with systematic quantitative literature review (SQLR) Julius Cesar Bolinas, Griffith University, Australia Abstract Design literacy is an emerging research field that is gaining attention among scholars today. Credit goes to the growing acceptance of design thinking in various disciplines beyond design. Design literacy develops natural abilities in everyone to solve real-world, wicked problems by supporting the cognitive development of concrete (making things) and iconic (making meanings) modes of cognition. The author argues for embedding design literacy in every educational level, particularly across disciplines in higher education. To gain insight into the state of scholarly discourse around design literacy in educational contexts, a systematic quantitative literature review (SQLR) was conducted using 12 databases to map its research direction and define its characteristics. The SQLR revealed several findings. First, the foundations of design literacy are grounded in general education and design education. Second, publications were meagre but well represented by the secondary and higher education level. Finally, two thematic directions were observed-design literacy for making things is the situated practice in secondary education while design literacy for making meanings is for higher education. This SQLR serves as a benchmark review and a starting point to initiate scholarly discourse on design literacy as it aims to contribute to the advancement of research in the field. Keywords design literacy, digital learning, participatory culture, systematic quantitative literature review (SQLR), making things, making meanings Introduction Digital technology enabled learning and select human activities to move online, especially in pandemic times. However, not everyone was prepared with requisite skills and mindset to manage the digital shift. The move to digital learning and engagement requires new ways of learning or literacy to participate effectively in the digital environment (Lankshear & Knobel, 2007) . There are many kinds of literacy that emerged in the information age (Leu et al., 2015) but design literacy is argued by the author as more appropriate to facilitate this transition. Design literacy is a relatively new term and defining it is challenging and contentious. There is a caveat to this attempt whilst a definition of some kind may emerge from the literature itself. To give context to the term‘design literacy’, design as a word and a discipline is defined subsequently. It is used as a noun and a verb to refer to the product or the process of making (Balsamo, 2009) . Design is embodied in the artefact in its operation and practice (Jones, 2014) . Design as a discipline is the third pillar of knowledge after the sciences and the humanities (Archer, 1979; Cross, 1982) . Design exemplifies the practice of learning by doing (Archer, 1979; Pacione, 2010; Poggenpohl, 2008; Sheridan & Rowsell, 2010) which is what people do as they rework materials and meanings to adapt their needs around the growing ubiquity of digital technology. Design is inherently anthropocentric (Archer, 1979) or human centred (Burdick & Willis, 2011; Pacione, 2010) . Design’s intrinsic ability to put people’s wellbeing and interest atthe core of what Margaret Mead (1978) refers to as a radical cultural change or digital revolution makes design an appropriate platform to support the emergence of a literacy that is learner centred (Jones, 2014) inside the digital environment. Furthermore, the acceptance of design thinking (Bower, 2017; Brown, 2008; Donaldson & Smith, 2017; Razzouk & Shute, 2012) as a creative tool of inquiry in problem solving is now applied to other fields beyond the practice of design (Adikari et al., 2013; Dunne & Martin, 2006; Liedtka, 2014; Thi-Huyen et al., 2021) . It elevated the application of design’s intrinsic qualities to address the emerging con

FAQs

What does the document argue about why design literacy matters in digital learning?

It argues that design literacy helps people manage the shift to digital learning by supporting cognition needed to solve real-world wicked problems. It positions design literacy as more appropriate than other emerging literacy forms for participation in digital environments.

How was the systematic quantitative literature review (SQLR) conducted?

The document states that an SQLR was conducted using 12 databases to map research directions and define the field’s characteristics in educational contexts.

What key findings does the SQLR report about design literacy across education levels?

It finds foundations grounded in general and design education, sparse but well-represented publications in secondary and higher education, and two thematic directions: making things focused on secondary education and making meanings focused on higher education.

Oct 15, 2026

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