Rethinking the teaching of Design in a competency-based approach: perspectives and challenges of a new pedagogical paradigm

Abstract

Design teaching at institutes in Tunisia - whether at the Instituts Supérieurs des Beaux-Arts or the Instituts Supérieurs des Arts et Métiers - commonly adopts an objective-based approach. Admittedly, this is an effective method for structuring learning in the discipline of Design, but it tends to privilege the transmission of theoretical knowledge (savoirs) and technical skills (savoir-faire) to the detriment of the development of disciplinary and cross-disciplinary competencies. From this perspective, the objective-based approach is becoming less and less suited to adequately preparing Design learners for the contemporary challenges of the job market. An alternative to this classic approach, one that is better suited to meeting employers' expectations, would be necessary to address the gaps facing design education today. In this sense, the competency-based approach would be an alternative whose potential and contributions we will explore. So, in this article, we question the potential of the transition from an objective-based approach to a competency-based approach in design education, in the sense that the latter would align learning in our institutes with the current demands of the job market. We will also discuss the contributions of this new pedagogical paradigm and the challenges of this transition.