Formulation of New Method of Teaching History to Design Students: A Literature Review

History is as exciting as watching paint dry, often comparisons representing the dullness of the subject are made because it requires immense memorization of historical details, but it offers broader insights in fields like human psychology, decision-making, understanding ethics/morals, value generation, and resource allocation. It is rightly said “legends are lessons” but often in the saturated process of comprehending the details pupils fail to inherit the lessons. The design and art history curriculum in Indian design schools emphasizes interactive/immersive tasks like posters, sculptures, and storyboarding, yet learners struggle to inherit the rich past of India as well as significant parts of world history. The study indicates that there is a need to include alternative methods by questioning the existing learning and teaching methods along with various tools. There is continuous research on immersive tools/technologies in the field of education and pedagogy when combined with learning theories, and this study will discuss the impact of immersive technologies with constructivism and connectivism and its applied outcomes in design education in which the study may identify the interest of design students, their understanding and learning methods. Practice-based learning is much more functional in the design industry because pupils immerse themself in real-world problem-solving methods; hence, the teaching methods need some upgradation in terms of curriculum and also incorporate new immersive tools that encourage experimental and experiential learning. The result defines the inclusive approaches to understand historic events through active engagement involving in real-time decision-making, shifting scenarios, and resources; and fostering live debates. The development of tools and methods will use the attributes of simulative experiences, but it will also focus on long-term social, economic, and real-world constraints.