Integration of Equality, Diversity, and Inclusion (EDI) in Design Education in Poland

Abstract

The paper presents the current picture of the introduction of EDI (Equality, Diversity, Inclusion) into design education curricula in Poland. We focused on design programs taught at eight public art universities. Desk research confirmed EDI-related topics in 51 modules taught on undergraduate first-cycle, postgraduate second-cycle, and unified master’s long-cycle programs. Further interviews with educators allowed us to identify best practices, activities, and challenges in EDI education across various design disciplines. The findings reveal the specifics and outcomes of EDI in the Polish context. We outline a comprehensive overview of educational practices developed by teachers, revealing diverse, multi-level, and often innovative approaches to EDI-related education. It provides rich data and a detailed picture of the characteristics of Polish design education, which could serve as a foundation for developing more systematic national regulations. These regulations could promote the EDI approach more broadly within society and among institutions, enabling more effective collaboration with Academies.