Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Complexity of the design profession is progressively increasing. Design schools must educate future designers in different areas of knowledge. To become designers, students need to acquire specific intellectual abilities. Are these being taught today? In which form? To answer these questions, a hypothetical list of thinking qualities has been defined, informed by the work of widely recognized authors. This involved the comparison of the most relevant pedagogical perspectives in order to understand the best timing and the most effective acquisition process. The final result is a final map of a pedagogically correct design thinking educational path. It has been achieved combining designers desirable thinking qualities with the best way and time to acquire them. With extensive use of alternative internet forms of teaching the fast growth of virtual development technologies will allow more time for the thinking and creative process. The purpose set for this study was the improvement of curricula and communication in order to respond to the needs of the evolution in progress. The impact on design teaching programs is significant. It opens up to a wide discussion about the real priorities of design education and how these choices can be functional to the presently opening scenario.
