Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps.

Monitoring climate change, and its impacts on ecological, agricultural, and other societal systems, is often based on temperature data derived from official weather stations. Yet, these data do not capture most microclimates, influenced by soil, vegetation and topography, operating at spatial scales relevant to the majority of organisms on Earth. Detecting and attributing climate change impacts with confidence and certainty will only be possible by a better quantification of temperature changes in forests, croplands, mountains, shrublands, and other remote habitats. There is an urgent need for a novel, miniature and simple device filling the gap between low-cost devices with manual data download (no instantaneous data) and high-end, expensive weather stations with real-time data access. Here, we develop an integrative real-time monitoring system for microclimate measurements: MIRRA (Microclimate Instrument for Real-time Remote Applications) to tackle this problem. The goal of this platform is the design of a miniature and simple instrument for near instantaneous, long-term and remote measurements of microclimates. To that end, we optimised power consumption and transfer data using a cellular uplink. MIRRA is modular, enabling the use of different sensors (e.g., air and soil temperature, soil moisture and radiation) depending upon the application, and uses an innovative node system highly suitable for remote locations. Data from separate sensor modules are wirelessly sent to a gateway, thus avoiding the drawbacks of cables. With this sensor technology for the long-term, low-cost, real-time and remote sensing of microclimates, we lay the foundation and open a wide range of possibilities to map microclimates in different ecosystems, feeding a next generation of models. MIRRA is, however, not limited to microclimate monitoring thanks to its modular and wireless design. Within limits, it is suitable or any application requiring real-time data logging of power-efficient sensors over long periods of time. We compare the performance of this system to a reference system in real-world conditions in the field, indicating excellent correlation with data collected by established data loggers. This proof-of-concept forms an important foundation to creating the next version of MIRRA, fit for large scale deployment and possible commercialisation. In conclusion, we developed a novel wireless cost-effective sensor system for microclimates.

In recent years, the responsibilities of designers have drastically shifted as the world we live in becomes increasingly more complex. Correspondingly, educators advocate for an adaptation of design education in relation to the shifting economy, technological and societal advances. The question therefore is how to design the future of design education in a way that it corresponds better to these shifts. Traditionally, university curricula are updated on a department level together with faculty members. Under this localized practice, programs update one course at a time. During this routine hardly any other stakeholders are involved. By reviewing universities' practices around the world towards reforming their curricula, it was found that design programs can benefit from shifting towards a systemic, design-based, and research-through-design approach, specifically, by using design research methodologies, namely, co-creation, stakeholder involvement, questionnaires, trend analysis, benchmarking, focus groups, interviews, prototyping and the application of an iterative mindset. In agreement with Cross (1982), the authors call for a more designerly way of thinking in order to update design curricula. By re-considering conventional approaches regarding curricula reform practices, this paper presents recommendations for designing design education to define future university study programs.

With the new industries on the horizon, where design engineers will become facilitators of innovation that need to keep up with an array of new technologies, it is essential that our students are equipped with skills in line with this new role. From literature describing emerging paradigms (Skills for Industry 4.0, and 21 st century skills) it becomes clear that students need life-long learning skills, which have been linked to reflective thinking and learning during critique. However, at our university we noticed that students needed to be assisted in this. Students seem unable to translate the discussion points during critique sessions to design actions or challenge teachers' feedback with counter arguments. Therefore, it is important to establish clear goals and consistency of actions between teachers. This paper will report on the development of such goals through a critique workshop with lecturers and focus groups with students. The outcome of the development is a template with responsibilities for both the feedback-giver (lecturer) and recipient (student). These responsibilities are categorized in actions before, during, and after the critique is given in an effort to trigger reflection at various moments. With this template we hope to provide different anchors for both student and lecturer to have insightful critique moments. By sharing our experiences, we wish to inspire other design engineering lecturer teams to try to come to their own shared understanding of what critique should entail and how responsibilities between lecturers and students are divided.

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