Fostering Inclusive Learning in Engineering through Equity-Based Design Education

The integration of equity, diversity, inclusion, and accessibility (EDIA) in engineering education is often overshadowed by traditional engineering ideologies that prioritize technical work and objectivity. Our research aimed to understand how learning equity-based design affected students' perceptions of inclusivity in their learning environment and the quality of their design work. The Design Thinking curriculum was enhanced to integrate EDIA principles and the Liberatory Design framework. We hypothesized that these design courses would positively impact students' equity-based design competencies and sense of belonging in engineering. Data were collected via post-course surveys and reflection assignments. Survey results from six participants indicated positive impacts on students' perceptions of inclusivity and agency for social change. Thematic analysis of reflection assignments revealed a link between self-awareness, inclusive design, and empowerment to challenge societal norms. Despite the study's exploratory nature and small sample size, findings suggested that engaging in equity-based design approaches fostered inclusive learning in engineering education.