INTRODUCING INCLUSIVITY THROUGH PLAY: BLURRING SOCIETAL BOUNDARIES FOR DESIGNERS

A majority of design students often face challenges in developing empathy and navigating barriers such as language, age, gender, emotional, hierarchical, neurological, cultural, socio-economic, socio-emotional and educational. In an increasingly globalized world, designers are expected to create products and services that address these diverse user needs across broad spectrums of social, cultural, and physical contexts. However, many traditional design education methods primarily emphasize on technical skills and individualistic approaches, overlooking the importance of empathy and socio-emotional competencies. These gaps hinder students' ability to approach design inclusively, impacting both their projects and everyday interactions. This study investigates the impact of collaborative, participatory design education practices by examining how play-based learning can foster empathy and bridge socio-emotional divides. Through experiential, multi-sensory activities, students will engage in inclusive learning methods that equip them with essential skills and tools to design for diverse communities. By exploring how play can overcome social, emotional, and physical barriers, the study assesses how participatory teaching methods can prepare design students for more inclusive design practices. The study recommends the development of educational strategies that integrate play as a core teaching method, emphasizing empathy, inclusivity, and socio-emotional learning within design curricula. Such an initiative will prepare future designers to create solutions that are not only technically proficient but also socially considerate and inclusive.