Postgraduate research supervision (PGRS) and support offer different methodologies, potentially making it more complicated when the Fourth Industrial Revolution, decolonisation, digital and academic literacies, and indigenous knowledge systems come into play in shaping the landscape of PGRS and support. This paper considers the feasibility of using a speculative design-driven approach within the landscape of PGRS and support, focusing on the Scholarship of Teaching and Learning in Art and Design (STAND) disciplines. Coaching and mentoring are introduced as a supplementary pragmatic methodology to address the evolving landscape of current and emerging issues of PGRS and support within STAND disciplines. In addition, the article offers speculative design as a conceptual framework supplemented by coaching and mentoring offered for interrogation as structured and unstructured supervisory methodologies to amplify efficiency and foster a robust community of practice, advocating for a mixed-methods approach in PGRS and support. This comprehensive exploration caters to the dynamic environment of postgraduate research studies in STAND disciplines, providing valuable insights and recommendations for both new and emerging researchers and supervisors to enhance the adaptability of PGRS and support the unique needs of STAND communities where research is conducted, disseminated, and consumed. The paper recommends an approach that engages with the Fourth Industrial Revolution, decolonisation, digital and academic literacies, and Indigenous knowledge systems. The speculative design-driven methodology recommended has the potential to alleviate administrative workloads for emerging research supervisors by improving the processes and outputs of research supervision and support.