Design education based on design cognition science

Design and art education is one of the most laborious types of education, since on the one hand, these disciplines are complex concepts that are highly dependent on the socio-cultural context of their profession, and on the other hand, in these disciplines, there are no information packages or standard guidelines for students to follow, but more than anything, the mission of design education is to cultivate complex mental abilities, so-called intuition, to transfer professional-cultural insights and subtle mental-physical skills.Every training is based on a basic understanding of the desired activity or profession. If the basic knowledge is wrong, the training with very low efficiency will only lead to a waste of student’s time, his mental disturbance and the erosion of the teacher. This is the damage that has happened to the academic and modern education of design and art for almost a century, while in recent years, due to design methodology studies and especially the field of design cognition, a very different and flourishing understanding of design has been created, but this new understanding has not been the basis of education, therefore, the question of this research is, What is a cognitive model for design education? In order to find the answer, an exploratory systematic review has been conducted in the literature of design cognition, then focusing on two basic concepts, four focal categories have been identified and discussed in one axis.