Sustainable Transitions through Democratic Design: Insights and Reflections on Doctoral Training

This publication presents the doctoral training approach developed by the Sustainable Design through Democratic Transitions (CoDesign4Transitions, CoD4T) Doctoral Network, which brings together eight universities across seven countries to train 13 transdisciplinary Doctoral Candidates (DCs) between 2024-28. The network addresses urgent sustainability challenges by integrating co-design methodologies with studies of transitions and democratic innovation. The program prepares DCs for diverse career pathways by developing both scholarly expertise and practical competencies. Through its emphasis on democratic design as well as interdisciplinary and transdisciplinary collaboration, the training approach developed by the network demonstrates how academic training can be reimagined to address complex societal challenges while fostering inclusive, participatory approaches to design research. Drawing from the expertise of numerous experts involved in the network, this publication reflects on the origins of doctoral education in design which has evolved from a blend of studio-based practice and theoretical inquiry, leading to the development of "research through design" where making is a legitimate form of knowledge production. It also identifies the challenges that this field currently faces including preparing graduates for work on complex socio-environmental issues, integrating AI, and meeting demands for hybrid professionals with leadership skills, especially as design expands into services and policy, and presents methods employed and tested by the consortium to address these challenges, which include positioning doctoral candidates as "agents of transition," emphasizing co-production with partners, and reflexive awareness. At the operational level the publication presents the structure of the training curriculum, as well as new tools developed in the network such as the “PhD Canvas” for research structuring and sense-making sessions to build research communities and facilitate knowledge exchange. Much attention is paid to ethical participation and reflexivity, which are embedded throughout the training architecture, ensuring that research processes are inclusive, respectful, and responsive to community needs. Another important element is the regular self-assessment process, conducted collaboratively between DCs and supervisors, to monitor learning outcomes and inform iterative program improvements.