From User-Centric to Story-Centric Revolutionising Design Education Using Narrative Structures

Contemporary design education emphasises user-centred approaches to problem-solving. However, a key challenge that designers face is the lack of a holistic understanding of the Design Process. Additionally, a singular focus on the end-user often overlooks the rich and complex network of stakeholders within our design problems. Systems thinking practices attempt to mitigate this gap with a holistic approach that considers all actors within a system. Yet a vital dimension of problem-solving remains unexplored—the narrative/story behind each design challenge. Human beings are inherently storytelling creatures. The narratives we build are the lens through which we perceive and engage with the world around us. Stories have the potential to not only uncover the latent layers of a problem but also shed light on future implications, enabling a more intuitive and foresightful design process. This paper argues that storytelling ought to be an essential facet of design pedagogy. This argument is supported using projects that successfully explore frameworks like Freytag’s Pyramid and Causal Layered Analysis (CLA). To implement this, design educators can introduce students to the fundamentals of narrative structures, teaching them how stories shape our perception of reality and influence our decision-making processes. The curriculum can hence encourage students to apply the principles of CLA to deconstruct complex design problems into metaphors and myths they root from. By examining the narratives surrounding a design problem, students can gain deeper insights into its origins and implications. In conclusion, this paper advocates for a shift in design pedagogy, urging educators to recognise the pivotal role of storytelling in the design process. By incorporating story frameworks into design education, we can equip future designers to gain deeper insights and deliver impactful solutions.