Abstract
Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally not shared by the wider community who may see design as surface decoration. This research identifies indicators of value and relevance taken from the twenty-first century competences literature, then measures their presence in four different Industrial Design education settings. Two studies were undertaken. First, Industrial Design educators from primary, secondary, and tertiary levels were surveyed. Then diverse Industrial Design education stakeholders from education and non-education settings were interviewed. The studies gathered both quantitative and qualitative data on the value and relevance of current Industrial Design education in Australia. The result is a comprehensive analysis of the twenty-first century competences present in Australian Industrial Design education, which concludes with recommendations for ways Industrial Design education can benefit twenty-first century learners, as well as ways it should evolve to remain relevant.