Enabling Vocational Students to Develop Axiomatic Design Application Knowledge

This paper discusses the use of Axiomatic Design (AD) as an instructional strategy for third-year engineering students at the Utrecht University of Applied Sciences. AD is a systematic approach to solving design challenges that is not commonly taught in Higher Vocational Education institutions, particularly in the Netherlands. The paper outlines how AD can be adapted to suit the needs of students with limited academic preparation and conceptualization ability using visual metaphors such as bookcases, shelves, and books to explain abstract concepts. The paper highlights the effectiveness of AD when tailored to the needs of vocational students in developing design knowledge and communication skills in engineering education. By incorporating practical examples and exercises, AD theory can be linked to disciplinary knowledge and motivational interests, mitigating preconceptions about the utility of learning the AD approach. Overall, this paper demonstrates the potential of AD as a valuable instructional strategy for engineering education, particularly for students who may struggle with traditional approaches to design problem-solving.