The state‐of‐the‐art literature indicates an increasing need for co‐design education as it is imperative to equip future designers with the co‐designing mindset. This derives from the significance of involving ‘people with lived experience’ in co‐design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing a lack of skills in design students to facilitate the active participation of people in co‐design. This paper reports on a case study carried out in a third‐year Bachelor industrial design engineering course with design students (n = 32) and design educators (n = 4) to find an effective and efficient way of preparing future designers for their role in co‐design and to gain insights into design students' experience with learning about co‐design. As an instructional method, a co‐design workshop including the game‐play, game‐modding and game‐design approaches is introduced. The obstacles and confusion of the design students regarding co‐design and co‐design education, which they have documented throughout the year on their personalised logbooks, are explained to eliminate them in the future for smoother incorporation of co‐design education into design education curricula. Lastly, for future designers' mindfulness of co‐design and their role as facilitators suggestions are provided such as accreditation of curriculum activities regarding co‐design education.

中文翻译：

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为未来设计师在协同设计中的角色做好准备：学生对学习协同设计的见解

最先进的文献表明对协同设计教育的需求日益增长，因为必须为未来的设计师提供协同设计思维。这源于让“有生活经验的人”参与协同设计过程以更好地满足他们的需求的重要性。然而，传统的设计教育体系似乎主要包含个人设计技能，导致设计学生缺乏促进人们积极参与协同设计的技能。本文报告了设计专业学生在三年级工业设计工程本科课程中进行的案例研究（n= 32）和设计教育工作者（n= 4) 找到一种有效且高效的方法，让未来的设计师为协同设计中的角色做好准备，并深入了解设计专业学生学习协同设计的经验。作为一种教学方法，引入了包括游戏玩法、游戏模组和游戏设计方法的协同设计研讨会。设计专业的学生在协同设计和协同设计教育方面遇到的障碍和困惑，他们全年都记录在个性化的日志中，并进行了解释，以便将来消除它们，以便将协同设计教育更顺利地纳入设计教育课程。最后，为未来设计师对协同设计的关注及其作为促进者的角色提供了建议，例如对协同设计教育的课程活动进行认证。