Design Learning for a Society Where Everyone Designs

Activity Generation in a Local Learning Context

Abstract

This study examines a design learning practice in a local high school, focusing on how design emerges through interactions among students, community members, materials, and environments. Rather than teaching predefined methods or skills, the practice values individual subjectivity as a starting point for action and inquiry. Through collaborative projects, activities are generated, shared, and continuously transformed. The findings suggest that design can be understood as a situated, relational, and cognitive process, offering insights for design cognition and supporting the idea that everyone already designs in everyday life.