Design Education to be Inclusive to Aspects of Nurturing Students’ Creativity at the Very Induction Stage

Sharing information as input, viewing further exploration for proper tangible applications vs. invocate inquisitiveness for experiencing context-based understanding of phenomena for creating newness is a dilemma in the Design program structure and imposes challenges to look for the most suitable methods. The realm of today’s higher education in design is offering unlimited opportunities to its learners who are mostly young adults with mature levels of personal aspirations curated from individual experiences, talent, interest, circumstances, and exposure. “Design” itself is struggling while defining the scope, it is commonly agreed that it should nurture tangible creativity, and it is experienced that fresh school-leaving students entering directly into the program, can think in a more creative way and free of constraints than the students of PG program with specific domain backgrounds. The “need to know” and “explore with context specific newness” yardstick applied in curriculum formulation for such programs needs intervention and restructuring to incorporate a more definite approach to facilitate application, relevance, and integration. This paper investigates the young aspirant’s cognitive motivation and experts’ viewpoints toward introducing design thinking at the very induction days of University level Design program.