Bridging Classroom and Community

How can a project-based learning (PBL) methodology and a synergy between students, professors, stakeholders, and the community impact innovation in design education and contribute to socially inclusive solutions? How can ethnographic research and a transdisciplinary approach contribute to adapting design projects to meet local community needs? This study examines a PBL initiative developed at IADE–Universidade Europeia (IADE-UE) in partnership with the Aga Khan Foundation (AKF), Portugal. Centered on sustainability and social innovation, the project involved design students in the creation of visual identities and product solutions for artisans in the Lisbon parishes of Santa Clara and Marvila. Through ethnographic research, transdisciplinary collaboration, and the application of ergonomic principles, students developed relevant design proposals to empower the artisans and the local community. Qualitative methods involving assessments by outside academics were employed in the research to evaluate the pedagogical outcomes and potential societal impact of the initiative. Outcomes demonstrate that the PBL methodology in question enhances students’ critical thinking, empathy, creativity, and capacity to address complex social issues while contributing to sustainable local development and encouraging a closer alignment between design education and real-world issues.