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Embracing a Pedagogy of Ambiguity in Higher Education

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Design Education Across Disciplines

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Abstract

The capability to thrive in uncertain and complex work situations that are beyond known routines and limits is key to the future of work (World Economic Forum, 2020). At the same time, higher education institutions are increasingly challenged by complexity, change, and ambiguity. Working with ambiguity is a familiar concept in design practice and education, particularly in studio-based learning, and it has further significance for higher education more broadly as a constructive force that supports learning. The chapter conceives of ambiguity as culturally and socially constructed in its context of use, and offers a series of provocations for a pedagogy of ambiguity to support the transformation of teaching and learning in higher education today.

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Authors and Affiliations

  1. University of South Australia, Adelaide, South Australia, Australia

    Veronika Kelly

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  1. Veronika Kelly
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Correspondence to Veronika Kelly .

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Editors and Affiliations

  1. College of Business, Rikkyo University, Tokyo, Japan

    Miikka J. Lehtonen

  2. Aalto Online Learning, Aalto University, Espoo, Finland

    Tomi Kauppinen

  3. Aalto University, Espoo, Finland

    Laura Sivula

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Kelly, V. (2023). Embracing a Pedagogy of Ambiguity in Higher Education. In: Lehtonen, M.J., Kauppinen, T., Sivula, L. (eds) Design Education Across Disciplines. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-23152-0_5

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  • DOI: https://doi.org/10.1007/978-3-031-23152-0_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-23151-3

  • Online ISBN: 978-3-031-23152-0

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