Building Participatory Design Competencies for Designing Dialogue

Participatory Design (PD) pedagogy is increasingly recognised by researchers and practitioners as a practice that reframes the relationships between instructors and students, fostering more collaborative and reflective learning environments. Empirical experiences have contributed to expanding the body of knowledge on the limitations and competencies that educators must address when teaching PD. This paper seeks to advance existing discussions on experimental approaches to PD education, with a particular emphasis on developing students’ competencies in designing dialogic processes with others. We argue that fostering approaches centred on dialogue can better equip future designers to engage with interconnected and complex systems, such as those related to peace and conflict. By encouraging listening, dialogue, and debate within design education, we promote the cultivation of a design culture oriented toward empathy, collaboration, and ultimately, a future of peace.