Co esponding au ho : Mona Azadian
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C ea ing Change Th ough Design: A C oss-Uni e si y Collabo a ion o Add ess Socio-
Economic Challenges in China h ough Mul idisciplina y Design-led App oach
Ania A D zewiecka 1, Mona Azadian 2, * and Ma iia Zolo o a 2
1 He io -Wa Uni e si y, School o Tex iles and Design, Sco land, UK.
2 Xi’an Jiao ong-Li e pool Uni e si y (XJTLU), China.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(02), 804-811
Publica ion his o y: Recei ed on 25 June 2025; e ised on 02 Augus 2025; accep ed on 05 Augus 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.27.2.2840
Abs ac
This pape p esen s a c oss-cul u al, mul idisciplina y design p ojec – C ea ing Change Th ough Design - in ol ing
unde g adua e s uden s om He io -Wa Uni e si y’s Sco ish Bo de s Campus (SBC) and Xi’an Jiao ong-Li e pool
Uni e si y (XJTLU) in China. The ini ia i e aimed o idea e design-led solu ions o eme ging economic challenges in
China: you h unemploymen , declining business and consume con idence, a apidly ageing socie y, and issues ela ed
o was e and pollu ion (Ma k, 2024). Th ough a se ies o collabo a i e online wo kshops, s uden s engaged in design
hinking and sys ems hinking o co-c ea e socio-economic oppo uni ies. The p ojec concluded wi h an in e ac i e
digi al exhibi ion, which con ibu ed o he de elopmen o a global mindse , in e cul u al empa hy, and employabili y
skills among pa icipan s. This pape ou lines he p ojec ’s concep ual amewo k, me hodology, ou comes, and i s
alignmen wi h He io -Wa Uni e si y’s S a egic Plan (2025).
Keywo ds: Design-Led Lea ning; C oss-Cul u al Collabo a ion; Design Thinking; Sys ems Thinking; UN Sus ainable
Goals 4 And 17
1. In oduc ion
Design has long been a ca alys o socie al ans o ma ion. As Be man (2013) a gues, designe s wield signi ican
in luence o e human cul u e and his o y, possessing he powe o shape bo h he desi able and undesi able u u es o
humani y. In he con ex o global economic ins abili y, design hinking o e s a powe ul me hodology o add essing
complex socio-economic challenges. This pape explo es a c oss-uni e si y p ojec ha le e ages design hinking o
idea e solu ions o p essing economic issues in China, os e ing in e cul u al collabo a ion and global ci izenship among
s uden s.
C oss-cul u al collabo a ion is in aluable o pe sonal g ow h and sel -de elopmen , enhancing bo h in e pe sonal and
in ape sonal skills (Ži ano ić & Ris ić, 2021). In e cul u al collabo a ion p ojec s encou age g ea e sel -awa eness,
empa hy, and communica ion skills h ough e lec i e p ac ice and collabo a i e engagemen . Ta as e al. (2021) ound
ha con ex ual di e si y—such as cul u al backg ound—enhances c ea i i y, decision-making, and p oblem-sol ing.
Cul u al in elligence (CQ), he abili y o e ec i ely in e ac wi h people om di e en cul u al backg ounds, can
imp o e in e cul u al communica ion and posi i ely in luence sel -de elopmen (Malay e al., 2024). CQ has been
shown o be a p o ec i e ac o ha enhances s uden s’ in e cul u al de elopmen (Sha ma & Hussain, 2017, Waw osz
& Ju ásek, 2023, Guðmundsdó i , 2015, Malay e al., 2024).
These bene i s a e mos p onounced when eams ac i ely manage cul u al di e ences, leading o imp o ed
collabo a ion and inno a ion. Design-led p ojec s, such as he Design Fo Change ini ia i e, p omo e cu iosi y and
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au onomy while os e ing collabo a ion, which impac s pe sonal g ow h by iden i ying and c ea ing oppo uni ies o
sel -de elopmen (Robi schek e al., 2012; Cankaya, e al., 2018). Viewing engagemen in cul u ally di e se
en i onmen s h ough he lens o Pe sonal G ow h Ini ia i e (PGI) heo y sugges s ha adap abili y, esilience and a
deepe unde s anding o onesel and o he s a e expec ed ou comes (Robi schek e al., 2012), indica ing li elong skills
ha signi ican ly enhance s uden s’ pe sonal g ow h and employabili y eadiness.
1.1. Backg ound and Ra ionale
China aces a cons ella ion o economic challenges ha demand inno a i e, in e disciplina y esponses. The e ha e
been iden i ied se e al c i ical a eas ha need a en ion, including you h unemploymen , loss o business and consume
con idence, apidly ageing socie y, and was e and pollu ion (Ma k, 2024). These issues in e sec wi h social,
en i onmen al, and echnological domains, making hem ideal o explo a ion h ough mul idisciplina y design. The
p ojec b ough oge he s uden s om he School o Tex iles and Design a Sco ish Bo de s Campus a He io -Wa
Uni e si y in Sco land and School o Design a Xi’an Jiao ong-Li e pool Uni e si y (XJTLU) in China o co-c ea e design
in e en ions ha add ess hose c i ical hemes, using design hinking as a amewo k o idea ion and p oblem-sol ing
as well as sys ems hinking o de elop wo ld iew pe spec i es.
1.2. Design and C oss-Cul u al Collabo a ion
Design, pa icula ly in online lea ning en i onmen s, can be s uc u ed o p omo e c oss-cul u al collabo a ion h ough
s a egies like g oup wo k, cul u al awa eness ac i i ies, and in e na ionalized cu icula (Chen e al., 2006). These
design elemen s os e inclusi i y and mu ual unde s anding among cul u ally di e se lea ne s.
This ini ia i e, Design o Change, was c ea ed ou o cu iosi y owa ds explo ing he po en ial o c oss-cul u al hinking
o gene a e design solu ions h ough ac i e and in en ional engagemen leading o pe sonal g ow h and sel -
de elopmen as indi iduals and as eams. I also aimed suppo pa icipan s in emb acing hei le els o PGI including
in en ionali y o hei design collabo a ions, planning o sel -de elopmen and abili ies o use a ailable esou ces
(Robi schek e al., 2012).
Collabo a i e design p ocesses in mul icul u al eams can lead o bo h challenges and oppo uni ies. Cul u al
he e ogenei y in design eams enhances c ea i i y and inno a ion, especially when co-c ea ion sessions a e used o
b idge cul u al gaps and align pe spec i es (Halsko & Ch is ensen, 2018).
This design ini ia i e engaged uni e si y s uden s a unde g adua e le el by p o iding b ie s explaining he p ojec
objec i es, imeline and expec ed ou comes. S uden s olun a ily o med eams o maximum 4 indi iduals o wo k on
one o ou b ie s ela ed o eme ging hemes (Ma k, 2024) such as you h unemploymen , ageing socie y, business and
consume con idence, and was e and pollu ion.
The ask in i ed pa icipan s o use hei c ea i i y, p oblem-sol ing, empa hy, and analy ical skills o p opose a solu ion
ha add esses one o he challenges and p esen a new di ec ion o China’s u u e. The ini ia i e design b ie s
emphasised he eedom ha pa icipa ing s uden s mus selec he o ma o he p oposed design solu ion, including
slide p esen a ions, ideo eco dings, 3D designs, d awings, in e ac i e designs, holog ams o AI-suppo ed concep s.
This aimed o encou age s uden s o emb ace hei cu iosi y o sel -g ow h and de elopmen o esh concep s
ollowing he c i e ia o inno a ion, easibili y, sus ainabili y and use -cen ici y.
E ol ing design pa e ns suppo emo e, c oss-cul u al collabo a ion in design educa ion, including sha ed isual
languages, i e a i e eedback loops, and cul u ally adap i e communica ion s a egies (Schadewi z, 2009). Pa icipan s
o his design p ojec we e encou aged o wo k emo ely ac oss hei eams o s eamline communica ion and simpli y
di e se eam membe s pa icipa ion.
1.3. Design and Real-Li e Challenges
Design hinking is a powe ul and inc easingly adop ed me hodology o add essing eal-li e challenges, pa icula ly in
educa ional con ex s. I emphasises a human-cen ed pe spec i e o p oblem-sol ing, ocusing on empa hy, idea ion,
p o o yping, and es ing (B own, 2008; B own, 2009). This i e a i e p ocess enables lea ne s o engage deeply wi h
complex, “wicked” p oblems, os e ing c i ical hinking, c ea i i y, and p ac ical skills essen ial o hei u u e ca ee s
(Panke, 2019; Razali e al., 2022). Mo eo e , design hinking p omo es collabo a ion and communica ion, as s uden s
wo k in eams o co-c ea e inno a i e solu ions, aligning wi h he de elopmen o 21s -cen u y compe encies.
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Collabo a i e lea ning in design educa ion has been shown o enhance academic mo i a ion, deepen engagemen , and
imp o e he quali y o design ou comes (Loes e al., 2017; Joseph-Ma hews e al., 2022). Wo king in mul idisciplina y
eams also p epa es s uden s o eal-wo ld p o essional en i onmen s, whe e di e se pe spec i es and eamwo k a e
essen ial o inno a ion and p oblem-sol ing. These collabo a i e expe iences os e no only echnical and c ea i e
skills bu also in e pe sonal and leade ship compe encies, p epa ing s uden s o u u e wo kplace h ough dynamic
engagemen wi h challenges while explo ing possibili ies (Fleischmann & Hu chison, 2012).
In his p ojec , s uden s we e gi en app oxima ely wo mon hs o design p o o ypes based on selec ed heme b ie s ha
add essed eal-li e challenges. Du ing his pe iod, ins uc o s in oduced key concep s o design hinking and sys ems
hinking h ough wo kshops, mini- alks and collabo a i e u o ials. Sys ems hinking, which complemen s design
hinking by encou aging holis ic analysis and unde s anding o in e ela ed componen s wi hin complex sys ems, was
in eg a ed o deepen s uden s’ s a egic and con ex ual awa eness (Pou dehnad e al., 2011).
As a esul , s uden s de eloped a deepe , p ac ice-based unde s anding o design o change. They we e encou aged o
apply hei designe sensibili y and u ilise me hods aligned wi h he c i ical elemen s o he iden i ied challenges in
China. The goal was o p opose design solu ions ha no only add essed social and en i onmen al needs bu also o e ed
consume alue and ma ke oppo uni ies, e lec ing he dual impe a i e o inno a ion and impac in con empo a y
design educa ion.
2. Me hodological App oach
The p ojec employed a design-based lea ning (DBL) pedagogical app oach, as i appea ed he mos sui able o acili a e
lea ning in he con ex o design ac i i ies ca ied in eams and indi idually (Zhang e al., 2024; B own e al., 1989; de
V ies, 2006).
Design hinking me hodology was u ilized o emphasise empa hy, idea ion, p o o yping, and es ing (B own, 2009).
Design hinking is pa icula ly aluable o de eloping li elong skills. I encou ages a mindse o con inuous lea ning
and adap a ion, as s uden s a e cons an ly challenged o hink c ea i ely and i e a i ely. This app oach os e s c i ical
hinking, p oblem-sol ing, and collabo a ion skills ha a e essen ial o pe sonal and p o essional g ow h.
2.1. Impo ance o Sys ems Thinking
Sys ems hinking is inc easingly ecognized as a c i ical compe ency o add essing he mul i ace ed challenges o he
mode n wo ld. I enables indi iduals o unde s and he dynamic in e ela ionships wi hin complex sys ems, a he han
iewing p oblems in isola ion (Meadows, 2008). Senge (2006) emphasizes ha sys ems hinking os e s a deepe
awa eness o pa e ns and s uc u es ha d i e beha iou , which is essen ial o sus ainable change.
Making sys ems hinking pa o his design o change ini ia i e enabled s uden s de eloping a deepe amilia i y wi h
i s alue in handling complexi y o challenges acing mode n wo ld and how design can b idge hose in e connec ions
o in e dependen g oups o elemen s o ming a uni ised solu ion.
Sys ems hinking can be iewed as a holis ic app oach ha enhances decision-making by conside ing he b oade
con ex and long- e m consequences (A nold & Wade, 2015). The e o e, s uden s by wo king on hei design p o o ypes
we e con inuously encou aged o go back o he p inciples o easibili y and use -cen ici y o hei designs and con as
hose agains he China con ex and po en ial long- e m ou comes.
Richmond (1993) a gues ha sys ems hinking cul i a es c i ical hinking skills necessa y o na iga ing unce ain y
and complexi y, pa icula ly in educa ional and o ganiza ional se ings. S e man (2003) u he suppo s his by
demons a ing how sys ems modeling can imp o e s a egic planning and policy design. Collec i ely, hese pe spec i es
unde sco e he alue o sys ems hinking in equipping s uden s wi h he ools o analyze, in e p e , and espond o eal-
wo ld challenges in a hough ul and in eg a ed manne .
S uden s a e in oduced o sys ems hinking o unde s and he b oade socio-economic ecosys ems in luencing hei
design challenges (da Cos a e al., 2019). Sys ems hinking enables s uden s o see he in e connec edness o a ious
elemen s wi hin a sys em, helping hem o iden i y le e age poin s o e ec i e in e en ion. This holis ic pe spec i e
is c ucial o add essing complex, eal-li e challenges ha canno be sol ed h ough isola ed solu ions.
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2.2. Wo kshops and Unde s anding Complex Concep s
Wo kshops play a i al ole in helping s uden s unde s and complex concep s such as design hinking and sys ems
hinking. These in e ac i e, hands-on lea ning en i onmen s enable s uden s o engage wi h iden i ied challenges,
concep s o design and sys ems hinking in a p ac ical con ex , os e ing expe ien ial lea ning and deepe cogni i e
engagemen (Kolb, 1984). Th ough i e a i e cycles o idea ion, p o o yping, and eedback, s uden s a e able o
in e nalize abs ac concep s and apply hem o eal-wo ld challenges, he eby enhancing bo h hei concep ual
unde s anding and p oblem-sol ing capabili ies.
In he con ex o his design challenge, s uden s pa icipa ed in a se ies o collabo a i e wo kshops aimed a de eloping
inno a i e solu ions o p essing socie al and economic challenges in mode n China. These wo kshops we e s uc u ed
o in oduce and ein o ce key p inciples o design hinking—such as empa hy, use -cen ed esea ch, and i e a i e
p o o yping—while also in eg a ing sys ems hinking o help s uden s unde s and he b oade implica ions and
in e dependencies o hei design decisions (Meadows, 2008; A nold & Wade, 2015).
Resea ch has shown ha such wo kshop-based, p ojec -d i en lea ning en i onmen s a e pa icula ly e ec i e in
cul i a ing c i ical 21s -cen u y skills, including c ea i i y, collabo a ion, and adap abili y (McLaughlin e al., 2022; Lake
e al., 2024). When s uden s wo k oge he in mul idisciplina y eams, hey no only co-cons uc knowledge bu also
de elop a sha ed unde s anding o complex sys ems and s akeholde needs, which is essen ial o add essing
mul i ace ed socie al issues (Fleischmann & Hu chison, 2012; Panke, 2019).
Mo eo e , wo kshops ha ocus on eal-wo ld challenges—such as hose ela ed o u banisa ion, ageing popula ions,
and en i onmen al sus ainabili y in China—encou age s uden s o ame p oblems c i ically and explo e cul u ally and
con ex ually ele an solu ions. This aligns wi h ecen schola ship ad oca ing o design educa ion ha is socially
esponsi e and g ounded in local eali ies (Lake e al., 2024; McLaughlin e al., 2022).
By engaging in hese collabo a i e wo kshops, s uden s no only gained echnical and me hodological p o iciency bu
also de eloped a sense o agency and esponsibili y as eme ging designe s. The i e a i e, e lec i e na u e o he
wo kshop o ma allowed hem o es assump ions, ecei e pee and ins uc o eedback, and e ine hei ideas in
esponse o complex, e ol ing challenges—mi o ing he dynamic na u e o eal-wo ld design p ac ice.
3. Theo e ical F amewo k
Be man (2013) emphasises he e hical esponsibili y o designe s o ecognize hei sphe e o in luence and use i o
'help epai he wo ld.' This p ojec ope a ionalizes ha e hos by encou aging s uden s o engage wi h eal-wo ld
economic and socie al issues in China h ough a lens o social esponsibili y and global ci izenship. The design challenge
was s uc u ed a ound collabo a i e wo kshops whe e s uden s add essed hemes such as ageing popula ions,
en i onmen al deg ada ion, and economic inequali y—issues ha a e cen al o China’s con empo a y de elopmen
landscape.
The heo e ical ounda ion o his p ojec in eg a es design hinking and sys ems hinking as complemen a y
app oaches o complex p oblem-sol ing. Design hinking, wi h i s emphasis on empa hy, i e a ion, and use -cen ed
inno a ion, p o ides a lexible ye s uc u ed me hodology o na iga ing ambigui y and gene a ing c ea i e solu ions
(B own, 2008, 2009; Panke, 2019). Sys ems hinking, on he o he hand, encou ages s uden s o conside he b oade
sys emic con ex o hei design in e en ions, including eedback loops, in e dependencies, and long- e m
consequences (Meadows, 2008; A nold & Wade, 2015).
This dual- amewo k app oach is suppo ed by Pou dehnad e al. (2011), who a gue ha in eg a ing sys ems and
design hinking enables lea ne s o add ess “wicked p oblems” by shi ing om linea p oblem-sol ing o holis ic,
adap i e s a egies. In he con ex o his p ojec , s uden s we e challenged o mo e beyond su ace-le el solu ions and
conside he sys emic implica ions o hei designs—such as how a p oduc o se ice migh in luence social beha iou s,
economic s uc u es, o en i onmen al ou comes o e ime (Š i áko á & Bianchi, 2018).
The wo kshops we e also in o med by c i ical pedagogy and expe ien ial lea ning heo ies, pa icula ly Kolb’s (1984)
expe ien ial lea ning cycle, which emphasizes lea ning h ough conc e e expe ience, e lec i e obse a ion, abs ac
concep ualiza ion, and ac i e expe imen a ion. This pedagogical model aligns well wi h he i e a i e na u e o design
hinking and he e lec i e dep h o sys ems hinking.
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Fu he mo e, he p ojec d ew on he p inciples o socially esponsi e design, which calls o designe s o engage
e hically and con ex ually wi h he communi ies hey se e (Manzini, 2015; McLaughlin e al., 2022). By si ua ing he
design challenge wi hin he socio-economic eali ies o mode n China, s uden s we e encou aged o de elop cul u ally
sensi i e and con ex ually g ounded solu ions ha e lec bo h local needs and global sus ainabili y goals.
4. Resul s
The c oss-uni e si y p ojec has success ully concluded, yielding signi ican bene i s o he pa icipa ing s uden s. The
collabo a i e ac i i ies acili a ed by he p ojec ha e led o he ollowing ou comes:
4.1. Knowledge and Skills De elopmen
Pa icipan s epo ed a deepe unde s anding o bo h Chinese and global economic con ex s. They de eloped
p o iciency in design hinking and sys ems hinking, which a e c i ical o add essing complex socio-economic
challenges. Enhanced communica ion, collabo a ion, and p ojec managemen skills we e also no ed, aligning wi h
indings by B own (2009). The design p ojec also allowed s uden s o emb ace challenges ha a ise in g oups o
“c ea i es” con ibu ing o de elopmen o hei esilience by accep ing ambigui y, isk, and ese ing expec a ions,
consequen ly d i ing adap abili y and c ea i e collabo a ion (Kolko, 2015).
4.2. A i udinal and Beha iou al Shi s
The p ojec os e ed empa hy and accoun abili y in design p ac ice, as s uden s lea ned o na iga e cul u al di e ences
and wo k collabo a i ely owa ds common goals. Adap abili y and leade ship skills we e pa icula ly e iden ,
suppo ing he conclusions o C oss (2011) and Lied ka (2018) on he ans o ma i e po en ial o design educa ion.
4.3. Tangible Ou pu s
The p ojec culmina ed in he c ea ion o p o o ypes add essing one o he socio - economic challenges. These
p o o ypes we e showcased in a digi al exhibi ion, demons a ing he p ac ical applica ion o design hinking and
sys ems hinking. The exhibi ion p o ided a pla o m o s uden s o p esen hei wo k, ecei e eedback, and engage
in e lec i e p ac ice, echoing he bene i s highligh ed by Schön (1983) and Do s (2011).
4.4. Academic and P o essional G ow h
S uden s gained aluable insigh s in o he in e disciplina y na u e o design and i s ole in sol ing eal-wo ld p oblems.
The p ojec con ibu ed o hei academic g ow h and enhanced hei employabili y skills, as e idenced by inc eased
con idence in hei abili y o ackle complex challenges. This aligns wi h he esea ch o Lawson (2006) and Buchanan
(1992) on he impac o design educa ion on p o essional de elopmen .
4.5. Chinese con ex as pe cei ed om he inside and om ab oad
F om he eache s’ pe spec i e, i was qui e in e es ing o obse e he di e ence in pe cep ion o he Chinese con ex
by he pa icipan s loca ed in China and by hose loca ed ab oad. Fo eign s uden s would o en p opose a digi al solu ion
o a p oblem (e.g., an APP o e ing a business o ci y se ice), a guing ha such a se ice does no exis in China and
he e o e, i will o e a no el solu ion. In p ac ice, o en, he ideas p oposed by o eign s uden s exis and known o he
locals. Howe e , due o he language ba ie and limi s o he in e na ional accessibili y o he Chinese online se ices,
hey emain unknown o he o eign esea che s. This gap o e s an excellen oppo uni y o u he in es iga ion in
e ms o me hodological and educa ional app oach o such c oss-cul u al collabo a ions ha would allow s uden s and
esea che s ind ways o access and in e p e local digi al con ex s. O e all, he p ojec has demons a ed he powe o
design hinking and sys ems hinking in os e ing c oss-cul u al collabo a ion, enhancing s uden s' skills and
knowledge, and p epa ing hem o u u e p o essional success.
4.6. S a egic Alignmen
The p ojec aligns wi h He io -Wa Uni e si y’s S a egic Plan 2025, which emphasizes engaged esea ch and global
collabo a ion. I embodies he p inciples o mu ual bene i , in e cul u al dialogue, and digi al us , con ibu ing o he
uni e si y’s mission o p epa ing s uden s o global ci izenship and p o essional success.
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5. Conclusion
This c oss-uni e si y ini ia i e, C ea ing Change Th ough Design, demons a es he ans o ma i e po en ial o design
hinking and sys ems hinking in add essing complex socio-economic challenges. By os e ing in e cul u al
collabo a ion and mul idisciplina y inno a ion, he p ojec no only equips s uden s wi h c i ical 21s -cen u y
compe encies – such as c ea i i y, empa hy, and sys ems li e acy – bu also con ibu es meaning ully o he e ol ing
discou se on he ole o design in shaping equi able, inclusi e and sus ainable u u es.
Mo eo e , he p ojec se es as a dynamic pla o m o p omo ing li elong lea ning and embedding good p ac ice
h ough in e na ional collabo a ions. By aligning wi h he Uni ed Na ions Sus ainable De elopmen Goals – speci ically
SDG 4 (Quali y Educa ion) and SDG 17 (Pa ne ships o he Goals) – his design-led educa ional model unde sco es he
impo ance o global pa ne ship in ad ancing sus ainable de elopmen . I highligh s how design educa ion, when
g ounded in eal-wo ld challenges and e hical esponsibili y, can ca alyse sys emic change and inspi e a new gene a ion
o socially conscious, globally engaged designe s.
Looking o wa d, his ini ia i e o e s a eplicable amewo k o in eg a ing design hinking in o highe educa ion
cu icula wo ldwide, ein o cing he alue o expe ien ial, collabo a i e, and pu pose-d i en lea ning in p epa ing
s uden s o na iga e and shape an inc easingly complex wo ld.
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
No con lic o in e es o be disclosed.
This p ojec was comple ed hanks o he und awa ded by he Sco ish Con ucius Ins i u e o Business &
Communica ion, He io -Wa Uni e si y.
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