Uncovering inclusivity gaps in design pedagogy through the digital design marginalization framework

Designers play a key role in the design of inclusive and socially conscious interfaces. Thus, it is imperative for designers to be thoughtful ethical social implications design. However, gaps foundational training that receive (e.g., as university students) can negatively impact their ability consider practice. This result consequences such digital marginalization, which, defined by Digital Design Marginalization (DDM) framework, “pushing away”, whether intentional or not, group users from online service system, where exclusion has additional, indirect, long-lasting on particular user group. contribute, even unintentionally, marginalization through practices choices they make. We argue our educators includes ensuring not only pedagogy inclusive, but we train now are prepared conduct future practice manner all users. As such, propose use lens guide reflection-based approach identify may lead becoming ill-equipped how designs marginalization. Through seven case studies own teaching practice, demonstrate DDM framework marginalization-focused introspective reflections curricula. These revealed with respect providing enables them broader societal individual will make Based experience using then discuss greater depth reflection operationalized within institutions reduce educational associated design-mediated Finally, comment avenues further development pedagogical DDM.