NAVIGATING THE CHALLENGES OF DESIGNING FOR WOMEN'S HEALTH: A FRAMEWORK FOR EMPOWERING USER-CENTRED INNOVATION IN DESIGN EDUCATION

The field of Design for Women’s Health (DfWH) has gained momentum with the rise of FemTech, a sector dedicated to addressing women’s healthcare needs. From fertility trackers to menopause management tools, FemTech is expanding rapidly. However, many of these products face criticism for lacking scientific validation or failing to meet real healthcare needs, prompting deeper discussion on their actual impact on women’s health outcomes. In design education, student interest in women’s health projects is increasing, reflecting a broader shift toward gender equity in healthcare. However, these projects present challenges, including limited access to comprehensive research, difficulties in reaching affected women, and ethical and wellbeing concerns when addressing sensitive health topics. Additionally, constraints in real-world testing and prototyping hinder product refinement and validation. This paper proposes a model for integrating women’s health projects into design education by emphasising interdisciplinary collaboration, specialised resources, and alternative testing methods. Partnering with healthcare professionals and researchers can provide students with valuable insights and access to gender-specific data. When real-world testing is not feasible, virtual simulations and indirect user testing can serve as effective alternatives. With the right support, students can navigate the complexities of designing for women’s health. By fostering collaboration, providing tailored resources, and encouraging creative problem-solving, this research posits that design educators can empower students to develop innovative, meaningful, and scientifically sound solutions for women’s healthcare.