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<p>In this theoretical paper, we advocate for educational researchers to embrace co-design as a means of fostering sustainable solutions in educational settings. While co-design has been increasingly recognized for its collaborative potential, we suggest that its effectiveness can be further enhanced by drawing from three complementary perspectives: design-based research (DBR), decision-making processes, and ethnographic approaches. We review previously established goals for educational research and examine how integrating these perspectives within co-design methodologies can lead to more responsive and contextually grounded innovations. Specifically, we argue that DBR offers iterative, theory-driven refinements to co-design efforts; decision-making frameworks provide structured ways to navigate stakeholder input and competing priorities; and ethnographic approaches ensure that the cultural and social dimensions of learning environments are meaningfully considered.</p>

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Promoting Co-Design in Learning Design Research: Integrating Design-Based Research, Decision-Making, and Ethnographic Approaches

  • 期刊论文

  • 发表日期：

    2025年4月9日

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  • Jill E. Stefaniak,
  • Tonia Dousay,
  • Tutaleni I. Asino,
  • Lauren M. Bagdy

摘要

In this theoretical paper, we advocate for educational researchers to embrace co-design as a means of fostering sustainable solutions in educational settings. While co-design has been increasingly recognized for its collaborative potential, we suggest that its effectiveness can be further enhanced by drawing from three complementary perspectives: design-based research (DBR), decision-making processes, and ethnographic approaches. We review previously established goals for educational research and examine how integrating these perspectives within co-design methodologies can lead to more responsive and contextually grounded innovations. Specifically, we argue that DBR offers iterative, theory-driven refinements to co-design efforts; decision-making frameworks provide structured ways to navigate stakeholder input and competing priorities; and ethnographic approaches ensure that the cultural and social dimensions of learning environments are meaningfully considered.