eHealth development faces the challenge of generating evidence about health effectiveness in real-world settings. Designers can potentially support this challenge but must understand health approaches to evidence generation about health outcomes. This case study investigates how health and care professionals conceptualise health outcomes and their evidence generation in eHealth. Our results identify three key conceptual dimensions: effect, meaning, and collection. We discuss how these inform future design competencies to support evidence generation about health outcomes in eHealth design.

We need to integrate socioecological issues into our activities. Engineers and designers need to develop competencies in sustainability, but it exists a lack of support in an academic context and for the training of professionals. The aim of this article is to demonstrate that the Doughnut is a support for developing sustainability competencies. In the literature, these competencies are identified and pedagogical experiences on their integration in engineering curricula are reported. We use the doughnut in a workshop as an element of understanding and developing competencies for sustainability.

Design scholarship has long roots in tackling wicked problems and sustainability, yet less is known about how professional designers interact with sustainability issues in practice. Based on interviews with 104 designers in 101 organizations in Finland, this study compares designer perceptions on the role of design in advancing sustainability. We identify six common roles, each with various foci on different design maturity levels in organisations. The findings support managers and designers in understanding which capabilities might be needed in advancing the role of design and sustainability.

Spatial Thinking (ST) is an important part of reasoning. In contrast to Rigid ST (R-ST), Non-Rigid ST (NR-ST) has hardly been researched and tests do not exist, even though NR-ST is crucial for professions that deal with space and time such as engineering and design. Our study at 4 different universities confirms that R-ST does not predict performance in NR-ST; that performance in Non-Rigid ST is significantly lower than in R-ST; and that performance of students in later semesters is not better than in the first semesters. These results highlight the need for further research into NR-ST.

Using 61 stories from design educators from different countries, this paper presents (1) the design competencies being fostered at different levels of education, (2) the practices (approaches, techniques, methods and tools) used to facilitate teaching and learning, (3) the ‘non-design’ competencies being fostered, and (4) the impact of COVID 19. Our findings highlight design education is not only used to teach students how to design, but also to kindle productive attitudes, behaviours and mindsets that give them the ability to address a wide range of challenges.