An exploration of metadesign and a reflection on its actualisation for fostering inclusivity.

The world is shaped by design, and this is evident in every aspect of everyday life and social constructs; even elements perceived as natural bear the imprint of human influence (Norman, 2023). Recognising the interconnectedness of all beings within this complex system, where any alteration can impact the whole, requires a fundamental change in how humans exist on Earth (Norman, 2023). The awareness of design’s influence on societal structures is growing, leading to discussions on designers’ skills (D’Ignazio and Klein, 2020; Berry et al., 2022 ). It is increasingly evident that all designs inherently embody bias, influenced by the subjective perspectives of their creators and the historical milieu in which they originated (Holmes, 2020). Whether acknowledged or not, this subjectivity permeates the design process, incorporating biases into the surrounding artefacts and materials (Del Gaudio and Chopra, 2023). When the design is finally available to the public, the inherent biases in the product feed the world and social consciousness and are reinforced (Prochner, 2014). Following this line of thinking, prejudices, norms, and stereotypes are embedded in many artefacts, and design has the potential to strengthen them (Prochner and Marchand, 2018). This awareness catalyzes a profound shift in design consciousness, acknowledging the non-neutrality and power dynamics inherent in the field (Collins, 2017). Calls for greater awareness and accountability in addressing designer biases, privilege and positionality reverberate through the design literature (Goodwill et al., 2021). This chapter examines two key concepts: meta-design and inclusive design. It explores how integrating an inclusive approach into meta-design can enable designers to raise awareness and address biases early in the design process. This alignment resonates with the overarching theme of redesigning design processes to adapt to a rapidly changing and uncertain world, emphasizing the central role of inclusivity and systems thinking (Hara, 2007; Costanza-Chock, 2020). The aim is to reflect on the need to prioritise inclusive design and generate discussions. In this, design education holds great promise as the training of new design generations encourages experimentation with these issues (Costanza-Chock, 2020; Berry et al., 2022).