Addressing Age-Related Biases Through Pedagogical Interventions in Digital Design Education

Digital technology has become deeply ingrained into our daily lives, with digital designers holding a pivotal role in shaping the development of digital technology and influencing user interactions. However, a substantial concern arises when designers inadvertently incorporate age-related biases into their work. This can lead to ageism in the design and development of digital technology and limit older people’s engagement with these technologies, thus widening the intergenerational digital divide. Raising designers’ awareness of their age-related biases is crucial to reducing ageism in digital spaces and enhancing inclusivity for older users. In my research, I have designed, implemented, and assessed a pedagogical intervention to heighten designers’ awareness of their age-related biases and encourage age-inclusive practices. The foundational epistemology guiding my research is Dewey’s pragmatism, emphasising iterative, practical, and actionable outcomes. Applying this pragmatic lens, I focus on developing a tailored pedagogical intervention for educational contexts to instigate tangible changes in the processes designers use in creating digital designs, and to promote age-inclusive practices. The pedagogical intervention is grounded in a behavioural approach that emphasises practical strategies for addressing age-related biases. Consequently, the pedagogical intervention comprises three components that focus on increasing awareness: Contemplative Exercises, Educational Knowledge, and Intergenerational Contact. Contemplative Exercises promote self-reflection and awareness of ageism; Educational Knowledge deepens understanding of implicit age-related biases through an interactive lecture; and Intergenerational Contact involves guest speakers from a community of older people to provide a lived experience perspective. The pedagogical intervention went through four iterations, each involving different groups of design participants. In Iteration 1, the intervention was applied in a classroom-based case study with undergraduate web design students. In Iteration 2, it was implemented in a workshop with recent design graduates. Iteration 3 involved a workshop with professional designers, and Iteration 4 was a workshop with co-design undergraduate students. Each iteration provided valuable insights and helped refine the intervention.

To explore the short and mid-term effect of the intervention, I employed multiple methods of data collection: assumption dumping, time capsule letters, weekly reflective journals, semi-structured interviews, and follow-up interviews six months after the intervention. Data were analysed using qualitative thematic analysis, revealing five key themes: Challenging Implicit Age-Related Biases, Fostering Empathy and Comprehensive Understanding of Ageism, Channelling Age-Inclusive Awareness into Action, Fostering an Inclusive Paradigm Shift in Design, and Factors Influencing Lasting Application. Building on these findings, I developed a pedagogical framework based on four key principles: Personal Connection to Future Self, Integrated Learning of Theory and Practice, Personalised Practice within Structured Learning, and Sustained Application of Age-Inclusive Practices. As a practical design application, I contribute two templates to foster age-inclusive education and practice. The first template, designed for educators, facilitates the implementation of a pedagogical intervention grounded in the pedagogical framework. The second template, designed for learners, focuses on the development of reflective tools, which have been iteratively refined throughout the intervention sessions. My research advocates for educational institutions and design professionals to raise awareness of age-related biases and channel their awareness into age-inclusive design practices, paving the way for a more age-inclusive digital future.