Abstract
The literature review compares the old traditional and new contemporary approaches to design pedagogy in terms of their positives, negatives; how they project the student learning process, thus preparedness for future professional endeavors. Design principles are easily incorporated across multiple age groups and inspire creativity with many traditional methods that provide hands-on experience and mentoring as effective approaches. By comparison, today's tools are more agile in nature and have become popular because they can adapt to new workflow changes brought about through digital 'stuff,' but also from the calling of a much wider range of disciplines. The report likewise points out some of the limitations of previous studies, mainly that we do not have many longitudinal data and culturally congruent pedagogical models. They suggest it calls for advocating a hybrid educational model that merges traditional ways and modern methods to better understand how those means may increase job prospects for design graduates in the long run. We believe these findings provide students, educators, and policymakers with valuable implications to inform the future of design education.