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5MULTIDISCIPLINARY APPROACHES IN INDUSTRIAL DESIGN EDUCATION THROUGH ETHNOGRAPHY AND PSYCHOLOGY IN KAZAKHSTAN
Ashimova Aibota Maksatkyzy "
Master's student in the Faculty of Design at the International Educational Corporation (Kazakh Head
Academy of Architecture and Construction), Almaty, Kazakhstan.
Nurkusheva Lyazzat Tuleuvna
Doctor of Architecture International Educational Corporation (Kazakh Head Architecture and
Construction Academy), Almaty, Kazakhstan
Abstract
This article investigates the integration of ethnographic methods and psychological principles into industrial design education, focusing on Kazakhstan. The study combines a systematic review of relevant literature with empirical data gathered from ethnographic observations and semi-structured interviews conducted at Kazakh design institutions. The research aims to evaluate how these multidisciplinary approaches contribute to the development of student competencies in creativity, empathy, cultural awareness, and user-centered design.
Ethnographic methods enable students to incorporate cultural contexts into their design processes, which is particularly relevant in Kazakhstan due to its rich cultural heritage. By studying both traditional and modern design practices, students develop a culturally sensitive approach to industrial design. Meanwhile, psychological principles, such as user behavior analysis and cognitive load theory, promote empathy and improve design functionality. Together, these approaches encourage students to create more user-centered, sustainable, and innovative designs.
The findings suggest that the integration of ethnography and psychology into the curriculum enhances student outcomes in creativity, empathy, and cultural sensitivity. This research underscores the importance of incorporating multidisciplinary methods into industrial design education and offers a frameworkfor enhancing the curricula of Kazakh design institutions and beyond.
Keywords
Ethnography, Psychology, Industrial Design Education, Multidisciplinary Approaches, User-Centered Design, Cultural Awareness, Kazakhstan.
Introduction
In recent years, the integration of diverse disciplines, such as ethnography and psychology, into industrial design education has gained increasing attention globally. In Kazakhstan, these multidisciplinary approaches are particularly significant due to the country's rich cultural and artistic heritage, which includes contributions from figures like Abylkhan Kasteev. His work exemplifies the deep connection between culture, nature, and design, a perspective that aligns with modern user-centered design practices.
Kazakhstan's educational institutions are gradually incorporating these disciplines into their design curricula, reflecting the growing recognition that understanding users' cultural and psychological contexts can enhance design outcomes. Ethnographic methods, which have long been employed in Kazakhstan to document and preserve cultural heritage, provide valuable insights into user behavior and preferences. For instance, Kasteev's paintings, which vividly capture the everyday life and ethos of the Kazakh people, emphasize the importance of understanding cultural contexts in design.
Psychology also plays a key role in fostering empathy and user-centered thinking among design students. Educational programs that emphasize psychological principles, such as user experience and cognitive load, tend to demonstrate improved outcomes in creating more inclusive and human-centered designs. In Kazakhstan, where the psychological impact of nomadic traditions
influences perceptions of space and community, these insights are especially valuable for modern design.
Despite this progress, there remains a gap in the systematic integration of these approaches into industrial design education in Kazakhstan. The current curriculum often emphasizes technical skills without sufficiently addressing the cultural and psychological factors that influence user experience. This research seeks to explore how ethnography and psychology can be better incorporated into industrial design education in Kazakhstan to prepare students for real-world design challenges.
This article examines how ethnographic methods can be integrated into design education to deepen students' understanding of cultural and social dynamics, and how psychology can foster empathy and user-centered thinking in the design process. The following sections provide a literature review, describe the methodology used to analyze current educational models in Kazakhstan, and present findings on the effectiveness of integrating these disciplines into industrial design curricula. The article concludes with recommendations for future research and practical applications in the context of Kazakhstan's evolving design education landscape.
Literature Review
Ethnography in Industrial Design Education
Ethnographic methods have gained considerable attention in industrial design education due to their ability to offer deep insights into user behaviors, cultural contexts, and environmental influences. Ethnography provides a framework for understanding how users interact with products and spaces in their everyday lives. This approach is especially relevant in contexts like Kazakhstan, where cultural traditions and social dynamics play a critical role in shaping user preferences. Ethnography enables students to view design not just as a technical task but as a socially embedded process that requires understanding the end-user's lived experiences.
Several studies have emphasized the value of ethnographic methods in the field of design. Vacanti et al. (2023) explored the increasing shift toward "more-than-human" design approaches, where ethnography extends beyond human users to include ecological and environmental contexts. Their work highlights how industrial design can benefit from a broader understanding of systems thinking and posthumanist approaches, which are crucial in addressing sustainability and environmental concerns. This aligns well with the educational context in Kazakhstan, where nomadic traditions have long placed a strong emphasis on the relationship between humans and nature (Snodgrass et al., 2024).
In addition to environmental insights, ethnography is valuable in addressing cultural diversity. In Kazakhstan, the integration of ethnographic research in design education can help students become more attuned to the diverse cultural needs of the population. The work of Kasteev, for example, is a vital ethnographic record that illustrates how Kazakh culture and traditions can influence aesthetic and functional design choices. Understanding such contexts is essential for designers tasked with creating products that resonate with various user groups, making ethnography a critical component of modern design education (Vacanti et al., 2023).
Psychological Insights in Design Education
Psychological principles have also played a crucial role in advancing user-centered design practices. As industrial design moves towards creating more empathetic and inclusive products, psychology offers valuable insights into human cognition, perception, and behavior. For instance, Barnes et al. (2024) argue that empathy is a key factor in understanding user needs and preferences. By incorporating psychological principles into the design curriculum, educational programs can equip students with the ability to anticipate how users will interact with products, thus enhancing the usability and emotional impact of their designs.
In Kazakhstan, where design education is still evolving to incorporate interdisciplinary approaches, the inclusion of psychology is particularly pertinent. Psychological theories related to cognitive load, visual perception, and emotional engagement are directly applicable to the design process, especially when considering the country's diverse user base. Carrell et al. (2024) showed
that when students are exposed to humanities-driven science and technology curricula, which integrate psychological insights, they are better able to design with empathy and create products that are not only functional but also emotionally resonant.
Moreover, the psychological impact of design extends beyond user interaction to include broader societal and cultural implications. In Kazakhstan, where the psychological effects of the nomadic lifestyle influence how people perceive space and community, design education that integrates psychological insights can foster more meaningful, culturally relevant designs. This aligns with Zheng (2024), who emphasized that psychology can help students develop a deeper understanding of how design influences human behavior, both on an individual and societal level.
Multidisciplinary Approaches in Design Education
The convergence of ethnography, psychology, and industrial design underscores the importance of adopting multidisciplinary approaches in design education. A growing body of research supports the integration of various disciplines into design curricula to enhance the holistic development of students. Griffith and Lechuga-Jimenez (2024) highlight the role of design thinking as a framework that bridges different fields, allowing students to approach complex design challenges from multiple perspectives. In their study, they demonstrated that students who engage with multidisciplinary education are better equipped to create innovative and socially responsive designs.
In Kazakhstan, the inclusion of multidisciplinary approaches is essential for addressing the country's unique cultural and social landscape. Razali et al. (2024) emphasized the importance of inclusive design capabilities, particularly in developing economies, where diverse user needs must be met with limited resources. By integrating ethnographic and psychological methods, alongside technical design skills, educational programs can foster a generation of designers capable of addressing the complex, multifaceted challenges of modern society.
Furthermore, the integration of technology into design education offers additional opportunities for interdisciplinary learning. Zhang et al. (2024) discussed the role of technology-integrated competence in industrial design, particularly in the context of Industry 4.0. They argued that as the design industry evolves, students must be equipped with both technical and human-centered skills to succeed. This is particularly relevant in Kazakhstan, where the rapid modernization of the economy requires a new generation of designers who can blend technological innovation with cultural sensitivity and psychological awareness.
In summary, the literature demonstrates the growing importance of incorporating ethnography, psychology, and multidisciplinary approaches into industrial design education. Ethnographic methods offer valuable insights into cultural and environmental contexts, while psychology enhances user-centered and empathetic design practices. Together, these disciplines create a robust framework for multidisciplinary education, which is essential for preparing students to meet the challenges of contemporary design. In Kazakhstan, where cultural heritage and modernization intersect, integrating these approaches into design education will not only enrich the curriculum but also equip students with the skills needed to navigate a complex and diverse design landscape.
Methodology
Overview of Research Methods
This study employs a mixed-methods approach, combining both qualitative and quantitative research methods to explore the integration of ethnographic and psychological approaches in industrial design education. The primary focus is on understanding how these methods are incorporated into educational curricula and assessing their effectiveness in enhancing students' design competencies, particularly in the context of Kazakhstan.
A systematic review of existing literature was conducted to analyze current educational programs in industrial design that have integrated ethnography and psychology into their frameworks. The review included studies published between 2010 and 2024, focusing on design education, ethnographic methods in design, and the application of psychological principles in user-
centered design. Additionally, case studies from Kazakhstan's design education institutions were included to contextualize the findings and assess their relevance to the local cultural and educational landscape.
In addition to the systematic review, this research employed ethnographic observations and semi-structured interviews with design educators and students at select universities in Kazakhstan. These methods were chosen to gather in-depth insights into how ethnography and psychology are applied in the classroom and to evaluate students' perceptions of the benefits and challenges of this multidisciplinary approach.
Data Collection Process
The data collection process consisted of three key stages:
1. Literature Review and Case Study Analysis: The first stage involved collecting secondary data through a systematic review of the literature. Databases such as Google Scholar, JSTOR, and ScienceDirect were searched using keywords such as "industrial design education," "ethnographic methods," "psychology in design," and "Kazakhstan design education." A total of 50 studies were included in the final review, with an emphasis on studies from Kazakhstan and other post-Soviet countries to ensure cultural relevance. In addition, case studies from local universities, such as Kazakh National Academy of Arts, were analyzed to assess how ethnography and psychology are integrated into their design curricula.
2. Ethnographic Observations: The second stage involved conducting ethnographic observations at two design schools in Kazakhstan. Observations focused on design courses where ethnographic and psychological methods were applied. Data were collected on how instructors integrated these methods into their teaching, and how students engaged with the content. The observations were conducted over a four-month period, allowing for a detailed understanding of the dynamics in the classroom, particularly the interactions between students, instructors, and the subj ect matter.
3. Interviews: The final stage involved semi-structured interviews with 10 design educators and 15 students from the selected institutions. The educators were chosen based on their experience in teaching courses that incorporate ethnographic and psychological approaches. The interviews aimed to gather insights into the educators' teaching strategies, the challenges they faced, and their perceptions of the effectiveness of these multidisciplinary methods. Similarly, students were interviewed to assess their experiences and perceptions of how these methods influenced their design thinking, creativity, and user-centered approach to projects. The interviews were recorded, transcribed, and analyzed thematically to identify key trends and insights.
Data Analysis
Qualitative data from the observations and interviews were analyzed using thematic analysis, a method suited for identifying patterns and themes across qualitative datasets. Thematic coding was conducted manually to ensure close engagement with the data. Key themes included the perceived value of ethnographic methods in understanding user behavior, the role of psychology in fostering empathy and creativity, and the challenges of integrating these approaches into existing curricula.
Quantitative data from the systematic review were analyzed using descriptive statistics to identify trends in the implementation of ethnographic and psychological methods in design education. Additionally, a fuzzy analytical hierarchy process (FAHP) was used to assess the relative effectiveness of different teaching methods. The FAHP is a decision-making tool that helps rank various factors based on their importance and effectiveness. In this case, the FAHP was applied to rank the perceived effectiveness of ethnographic and psychological approaches in enhancing students' design competencies, including creativity, empathy, and user-centered design thinking.
The use of FAHP was justified by the need to evaluate the multiple, often subjective factors that influence the success of these multidisciplinary methods in the classroom. By incorporating fuzzy logic, the FAHP allowed for a more nuanced analysis of the data, accounting for the uncertainty and variability in respondents' opinions.
Justification of Research Methods
The combination of qualitative and quantitative methods in this study is justified by the need for both in-depth, context-specific insights and broader, generalizable findings. The ethnographic observations and interviews provided rich, qualitative data that captured the nuances of how ethnography and psychology are applied in design education. Meanwhile, the systematic review and FAHP analysis allowed for a quantitative assessment of the broader trends and the effectiveness of these methods in different educational contexts.
By integrating these methods, this research offers a comprehensive analysis of how ethnographic and psychological approaches can be incorporated into industrial design education in Kazakhstan and beyond. The findings provide both theoretical insights and practical recommendations for enhancing design curricula in a multidisciplinary context.
Results
Overview of Findings
The findings from this research are organized into three key categories: the integration of ethnographic methods in design education, the role of psychology in fostering empathy and user-centered design, and the overall effectiveness of these multidisciplinary approaches in enhancing student competencies in Kazakhstan's industrial design programs. The results are supported by both qualitative insights from interviews and observations, as well as quantitative data gathered through the fuzzy analytical hierarchy process (FAHP) and other evaluation methods.
1. Integration of Ethnographic Methods in Design Education
The integration of ethnographic methods in Kazakh design schools has demonstrated potential as a valuable approach for enhancing students' cultural awareness and creativity. Ethnographic techniques were particularly effective in helping students understand the cultural context of design and how user behaviors are shaped by their cultural environment. At the Kazakh National Academy of Arts, for example, ethnography was utilized in courses focusing on cultural design, where students explored traditional Kazakh artifacts and incorporated these insights into their design projects.
Table 1 outlines key competencies enhanced by the integration of ethnographic and psychological approaches, based on the FAHP analysis.
Competency Improvement Level Key Contributing Method Observations
Creativity High Ethnography, Psychology Students exhibited enhanced creative thinking when engaging with cultural contexts.
User-Centered Design High Psychology, Cognitive Psychology Students improved their ability to design for users' needs by integrating empathy and user feedback.
Empathy Moderate to High Psychology, Ethnographic Research Empathy was fostered through an understanding of user behaviors and psychological principles.
ProblemSolving Skills Moderate Multidisciplinary (Ethnography, Psychology) Students were better able to analyze and solve complex design challenges iteratively.
Cultural Awareness High Ethnography Understanding of cultural influences on design was significantly enhanced, especially in local contexts.
Collaborative Work Moderate Multidisciplinary Approaches Students reported improved teamwork in interdisciplinary
projects, though further development is needed.
Sustainability Awareness Moderate Ethnography, Environmental Psychology Ethnographic studies increased awareness of sustainability, though the application varied.
Technical Skills Application Moderate Integration with Multidisciplinary Learning Students demonstrated proficiency in technical skills but faced challenges in applying theoretical insights practically.
The results indicated that students engaging with ethnographic methods were better equipped to understand users' cultural needs. One student project, for example, involved the design of household items inspired by Kazakh nomadic traditions, successfully blending functionality with cultural aesthetics. The project was well-received by peers and instructors.
However, some challenges were identified. Some students struggled with applying ethnographic insights directly to their design processes without clear guidance. This suggests that a more structured integration of ethnography into the curriculum is needed, particularly in helping students transition from research to practical design applications.
2. The Role of Psychology in Fostering Empathy and User-Centered Design Psychology played an important role in enhancing students' understanding of user-centered design, particularly by fostering empathy. Courses incorporating psychological principles, such as cognitive load theory and emotional design, contributed to students' ability to create designs that were both functional and emotionally resonant with users.
Table 2 provides an overview of student engagement with multidisciplinary approaches and the methods applied. Visual examples of student work, such as ethnographic field research
and collaborative design projects, further complement these : Indings.
Aspect of Engagement Student Feedback Rating Method Applied Illustrative Example
Hands-on Learning High Case Studies, Ethnographic Fieldwork Students participated in field trips documenting cultural artifacts.
Collaborative Projects Moderate Group-based Ethnographic Research Team projects focused on local community design challenges improved group dynamics.
Iterative Design Process High Design Thinking Workshops, Psychology Students revised projects based on user feedback from local users.
Creativity in Problem-Solving High Cognitive Psychology, Design Thinking Creativity was enhanced when tackling real-world design issues through multiple iterations.
Engagement with Local Culture High Ethnographic Methods, Cultural Studies Strong engagement was observed in projects based on Kazakhstan's cultural heritage.
Interviews with students and educators revealed that psychology-based courses helpec
students develop a more user-centric approach to design. For instance, one student noted that understanding cognitive psychology enabled them to design a more intuitive user interface for a medical device. This underscores the practical benefits of psychological principles in improving user experience. However, some educators suggested that students would benefit from a stronger foundational knowledge of psychology to fully leverage these courses.
3. Effectiveness of Multidisciplinary Approaches
The results of the fuzzy analytical hierarchy process (FAHP) indicated that students who engaged with both ethnographic and psychological methods demonstrated notable improvements
in their design competencies. In particular, these methods enhanced their ability to address complex design challenges by integrating cultural, emotional, and technical considerations.
Table 3 presents the evaluation of student design projects based on multidisciplinary integration. It shows how students' projects were assessed across various criteria such as aesthetic sensitivity, functionality, and emotional impact. Visual representations of student work highlight
their ability to blenc cultural and user-centered design.
Project Evaluation Criteria Performance Level Influence of Multidisciplinary Methods Visual Representation
Aesthetic Sensitivity High Ethnography (Cultural Context) Designs inspired by traditional Kazakh art, showing a fusion of cultural aesthetics.
Functional Innovation High User-Centered Design, Psychology Projects focused on user interaction and functionality based on cognitive load studies.
Sustainability Integration Moderate Environmental Psychology, Ethnography Some promising use of sustainable materials and eco-conscious design.
Emotional Impact High Psychology (User Experience) Projects with a focus on user emotions and intuitive interaction designs.
Technical Complexity Moderate Mixed Approaches Technical execution was strong, though complexity varied by project scope.
Students' projects demonstrated their capacity for innovation and cultural sensitivity. Designs incorporating ethnographic insights were praised for their aesthetic and cultural relevance, while those integrating psychological principles showed improved functionality and emotional engagement with users. However, educators noted that students would benefit from more opportunities to apply these insights in technically complex designs.
Overall, the findings from this study suggest that integrating ethnographic and psychological methods into industrial design education has a positive impact on student outcomes. These multidisciplinary approaches not only foster creativity, empathy, and user-centered design but also improve students' ability to address complex, real-world challenges. The results highlight the importance of providing structured guidance to help students effectively apply these methods, particularly within the unique cultural and educational context of Kazakhstan.
Discussion
1. Interpretation of Findings
The findings from this study provide a clear answer to the research questions concerning the integration of ethnographic and psychological methods into industrial design education. The research demonstrates that ethnographic methods significantly enhance students' understanding of cultural and social dynamics, particularly in the context of Kazakhstan, where cultural heritage plays a central role in shaping design sensibilities. Students who engaged with ethnography showed increased awareness of cultural relevance in design, which translated into projects that resonated with local users and communities.
Similarly, the integration of psychological principles has proven effective in fostering empathy and user-centered design thinking. The findings indicate that students who participated in courses that emphasized cognitive psychology and user experience design were better equipped to create products that met user needs in both functional and emotional terms. The improvement in user-centered design, highlighted in Table 1, confirms that a psychological approach to design
education strengthens students' ability to create intuitive and user-friendly products, thereby meeting the growing demand for empathy in design.
2. Comparison with Previous Studies
The results of this study align with previous research in the field of design education, particularly studies that emphasize the importance of multidisciplinary education. For example, Griffith and Lechuga-Jimenez (2024) demonstrated the benefits of incorporating design thinking as a framework to bridge various disciplines, which was reflected in this study's findings that multidisciplinary approaches improved students' problem-solving skills and creativity. Similarly, Vacanti et al. (2023) explored how ethnographic research enhances cultural awareness in design, a finding that is strongly supported by the results of this study. The integration of cultural studies into industrial design education in Kazakhstan mirrors the emphasis on more-than-human and culturally sensitive approaches that are becoming increasingly important in global design education.
The psychological aspects of the research align with findings by Barnes et al. (2024), who argued that empathy is critical to user-centered design. This study confirms Barnes et al.'s assertion by showing that students who applied psychological principles, such as cognitive load theory and emotional design, produced more empathetic and user-focused products. The combination of ethnographic and psychological approaches, as seen in the results, enhances both the functional and emotional dimensions of design projects, further supporting the argument for a multidisciplinary approach to industrial design education.
3. Practical Implications for Industrial Design Education
The findings of this research have several practical implications for industrial design education, particularly in Kazakhstan but also globally. First, the study highlights the need for more structured and integrated approaches to teaching ethnographic and psychological methods in design curricula. While students demonstrated significant improvements in cultural awareness and user-centered design, the challenges they faced in applying these insights to practical design projects suggest that more explicit connections between research and design execution are necessary.
Educators may consider incorporating more project-based learning opportunities where students can practice applying ethnographic insights in real-world design challenges. Additionally, providing foundational courses in psychology before introducing its application in design may enhance students' ability to fully grasp the cognitive and emotional aspects of user-centered design. Given the strong connection between cultural context and design in Kazakhstan, design schools should continue to emphasize the importance of cultural heritage in their curricula while integrating modern psychological principles to foster empathy in design.
Moreover, the research underscores the potential for multidisciplinary education to prepare students for the complex challenges of contemporary design practice. As the design industry increasingly demands products that are both functional and culturally sensitive, graduates who are trained in both ethnography and psychology will have a competitive advantage. The results suggest that Kazakh design schools, and those in similar contexts, can play a pioneering role in advancing this multidisciplinary approach by creating more holistic and inclusive design education models.
4. Limitations and Suggestions for Future Research
While the study provides valuable insights into the integration of ethnography and psychology into design education, there are several limitations that should be considered. One limitation is the relatively small sample size, particularly with regard to the number of institutions and students involved in the ethnographic observations and interviews. Although the findings are consistent with previous research, a larger and more diverse sample would provide a more comprehensive understanding of how these methods impact design education in different contexts.
Another limitation lies in the variability of how ethnographic and psychological methods were implemented across different courses and institutions. Some schools integrated these approaches more thoroughly, while others applied them in a more limited or fragmented manner.
This variability could have affected the results, suggesting the need for future studies that examine how different models of integration influence student outcomes.
Future research should explore longitudinal studies that track students' development over time as they engage with ethnographic and psychological methods throughout their education. This would provide deeper insights into how these methods shape design thinking and competencies in the long term. Additionally, comparative studies between countries with different cultural contexts could further illuminate the role that cultural heritage plays in design education, helping to develop globally relevant models for integrating multidisciplinary approaches.
Finally, future research could explore the intersection of technology with ethnography and psychology in design education, particularly in light of the increasing use of digital tools in design practice. Investigating how these methods can be adapted to the rapidly changing technological landscape would provide critical insights into the future of industrial design education.
The results of this study underscore the importance of integrating ethnographic and psychological approaches into industrial design education. These methods not only enhance creativity and cultural awareness but also foster empathy and user-centered design thinking. Although there are challenges in implementation, the benefits are clear, particularly in the context of Kazakhstan's rich cultural heritage and growing design education landscape. By building on these findings and addressing the limitations, future research can continue to expand the role of multidisciplinary education in preparing the next generation of designers for the complexities of modern design practice.
Conclusion
In conclusion, this study demonstrates the significant impact of integrating ethnographic and psychological methods into industrial design education. The main findings indicate that ethnography enhances students' cultural awareness and creativity, while psychology fosters empathy and user-centered design thinking. Together, these multidisciplinary approaches provide a robust framework for improving student competencies in addressing complex design challenges, particularly in the context of Kazakhstan, where cultural heritage and modernization intersect.
The practical applications of this research suggest that design curricula should incorporate structured and project-based learning opportunities that allow students to apply these methods in real-world contexts. By integrating cultural and psychological insights into design education, students are better prepared to create products that are not only functional but also resonate with diverse user groups.
Future research should focus on longitudinal studies to track the development of students' design skills over time, as well as comparative studies that explore how these methods can be applied in different cultural contexts. Additionally, further exploration of the intersection between technology, ethnography, and psychology in design education would provide valuable insights into adapting these methods for the rapidly evolving design industry.
By building on these findings, educational institutions can develop more holistic design programs that equip students with the tools necessary to succeed in an increasingly multidisciplinary and culturally diverse world.
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