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The study investigates students’ experiences in an intensive interdisciplinary, intercultural course where design critique was excluded from the program. Over four consecutive weeks, students worked with occupational therapy partners and addressed challenges drawn from practice. Qualitative content analysis of questionnaires showed joint work and disability-focused projects increased engagement and overall learning, suggesting immersive phenomenological studio environments may matter more than critique.",{"@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/phenomenological-approach-to-product-design-pedagogy-a-study-on-students-experiences-in-interdisciplinary-and-intercultural-settings-read-online-free/600059/",{"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/phenomenological-approach-to-product-design-pedagogy-a-study-on-students-experiences-in-interdisciplinary-and-intercultural-settings-read-online-free/600059.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main pedagogical purpose examined in the study?","Question",{"text":112,"@type":113},"The study examines product design pedagogy and how students learn in studio education, focusing on the role of design critique versus immersive phenomenological approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the course structured for students’ interdisciplinary and intercultural work?",{"text":117,"@type":113},"The course ran for four consecutive weeks and supported hands-on interdisciplinary collaboration between product design and occupational therapy, involving Brazilian and Norwegian bachelor students and professors.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors contributed most to students’ engagement and learning?",{"text":121,"@type":113},"Joint work with occupational therapy students and professionals, along with opportunities to develop projects targeting needs of people with disabilities, contributed to engagement and overall knowledge gain.","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},600059,1792171494,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Phenomenological Approach to Product Design Pedagogy: A Study on Students’ Experiences in Interdisciplinary and Intercultural Settings  \nFausto Orsi Medola, São Paulo State University (UNESP), Brazil  \nNenad Pavel, Oslo Metropolitan University, Norway  \nLuciana Ramos Baleotti, São Paulo State University (UNESP), Brazil Aline Darc Piculo Santos, São Paulo State University (UNESP), Brazil Ana Lya Moya Ferrari, São Paulo State University (UNESP), Brazil Amanda Coelho Figliolia, São Paulo State University (UNESP), Brazil  \nAbstract  \nProduct design pedagogical approaches require a specific mix of competences that demand multiplicity of perspectives, hybrid knowledge that exceeds professional field silos, and continuous problem reformulations. To do this, design studio education follows many traditions, among which is design critique. Design critique is believed to provide students with the ability to reframe design problems, but it can also lead to misunderstandings. The necessity of this approach is put into question by assessing the experiences of a group of students in an intensive course structured for interdisciplinary work, intercultural teams, and projects based on challenges from practice, where the critique was not part of the pedagogical program. The course was conducted over four consecutive weeks and supported a hands-on approach based on an interdisciplinary work between the areas of product design and occupational therapy, with the participation of Brazilian and Norwegian bachelor students and professors. Students responded to questionnaires prior to and at the end of the course that addressed their expectations of and experiences in the course. A qualitative analysis of the students’ responses was carried out based on content analysis. The joint work with occupational therapy students and professionals, as well as the opportunity to develop projects that targeted demands from people with disabilities, were shown to be factors that contributed to students’ engagement in the course and overall gain of knowledge. The experiences reported here indicate that the phenomenological approach to the design studio, which focuses on providing an immersive environment, deserves more attention from educators, and that design critique is not necessarily a crucial ingredient in design education.  \nKeywords  \ndesign studio critique, design pedagogy, interdisciplinarity, inclusive design, occupational therapy  \nIntroduction  \nProduct design education is grounded in practice rather than in theory. The design pedagogy theoretician Tovey noted that “there is a greater emphasis on being able to do it (design) than on designers being a repository of specialist knowledge.” He further claimed that designers are“generalists in as wide range of content as possible”(2015, p. 37) . Studying by exercising design allows for design process mastery that is then used to discover knowledge fields according to  \nOwen (2007) . In his article about design thinking and its nature and use, he noted how design thinking is generalist in preparation and execution. Accordingly, he claimed that “the wider the reach of the knowledge base, the more likely the creative inspiration”(p. 24) . This approach allows designers to address complex challenges that are multifactorial and global as well as work with dynamic problems that evolve as design projects develop (Rittel & Webber, 1974) . The design discipline is therefore practical in the sense that it assumes processes of the accumulation of knowledge, development, and testing of concepts.  \nTo teach this way of problem-solving, design pedagogy traditionally relies on practical projects and critiquing practice, which allows for the constant reframing of design problems and ideas. Critique is a common teaching process applied among participants in a design studio where the role of an educator is to both provide critique and teach fellow students to provide critique to each other, thus questioning their preferences ","cbCaiuRbLEQHQF4Q","https://ap.wps.com/l/cbCaiuRbLEQHQF4Q","pdf",457704,15,"English","# Abstract\n# Introduction\n## Background of product design education\n## Role and controversies of design critique\n## Phenomenological and immersive learning perspective","[{\"question\":\"What is the main pedagogical purpose examined in the study?\",\"answer\":\"The study examines product design pedagogy and how students learn in studio education, focusing on the role of design critique versus immersive phenomenological approaches.\"},{\"question\":\"How was the course structured for students’ interdisciplinary and intercultural work?\",\"answer\":\"The course ran for four consecutive weeks and supported hands-on interdisciplinary collaboration between product design and occupational therapy, involving Brazilian and Norwegian bachelor students and professors.\"},{\"question\":\"What factors contributed most to students’ engagement and learning?\",\"answer\":\"Joint work with occupational therapy students and professionals, along with opportunities to develop projects targeting needs of people with disabilities, contributed to engagement and overall knowledge gain.\"}]","Phenomenological Approach to Product Design Pedagogy - A Study on Students’ Experiences in Interdisciplinary and Intercultural Settings - read online free | PDF",1792089955,38]