Design as Part of SocietyLaajuus (5 cr)

Objective

Students will explore the societal role of digital designers and understand how design solutions can support social justice and address challenges such as environmental issues. They will evaluate the impact of digital design in promoting sustainable development and social and cultural responsibility. Students will apply sustainable design principles to the development of digital products and services. They will also understand the influence of digital design on society, including its role in shaping power structures and cultural values.

After completing the course the student
• is aware of planetary ecological boundaries, climate change and biodiversity loss
• understands the three dimensions of sustainable development as a systemic whole and can argue the interdependencies between them
• is aware of the European regulations related to digital and green transitions
• is able to identify the 17 UN Sustainable Development Goals and how the goals are promoted within U!REKA cities
• is aware of the sustainability focus within U!REKA European University Alliance.

Content

Digital design and its role in supporting societal change
The impact of digital design on power structures
The responsibility and role of the digital designer in society
Principles of sustainable development and their integration into digital design

Sustainability in the European urban environment
• Awareness of the values and mindsets that underpin sustainable development change
• Sustainability: systemicity and the ecological limits of the planet
• Ecological, social and economic sustainability
• EU legislation related to the digital and green transition
• Sustainable development in European cities, case studies

Assessment criteria, satisfactory (1)

The student
• participates in the course activities at a satisfactory level
•.recognises the societal impacts of digital design and understands the basic principles of sustainable development
•.can examine the role of a digital designer in society in a limited manner.

The student understands what planetary boundaries mean and how the UN’s 17 SDGs are connected. The student is aware of the European Union regulations and standards related to the digital and green transitions. The student has become familiar with the green transition measures of at least one European city.

Assessment criteria, good (3)

The student
• actively participates in course activities
• understands the societal impacts of digital design and can analyse the role of design in power structures and sustainable development
• can apply sustainable development principles in their design work and evaluates the responsibilities of digital designers in society.

The student understands what planetary boundaries mean and how the UN’s 17 SDGs are connected. The student is aware of the European Union regulations and standards related to the digital and green transitions. The student has become familiar with the green transition measures of at least one European city.

Assessment criteria, excellent (5)

The student
• demonstrates exceptional engagement in course activities
• critically reflects on the societal significance of digital design and its connections to power structures and sustainable development
• applies sustainable design principles comprehensively and understands the role and responsibility of digital designers in advancing social justice and environmental sustainability.

The student understands what planetary boundaries mean and how the UN’s 17 SDGs are connected. The student is aware of the European Union regulations and standards related to the digital and green transitions. The student has become familiar with the green transition measures of at least one European city.

Assessment criteria, approved/failed

The student
• participates in the course activities at a satisfactory level
•.recognises the societal impacts of digital design and understands the basic principles of sustainable development
•.can examine the role of a digital designer in society in a limited manner.

The student understands what planetary boundaries mean and how the UN’s 17 SDGs are connected. The student is aware of the European Union regulations and standards related to the digital and green transitions. The student has become familiar with the green transition measures of at least one European city.