Cultural heritage–driven product design has become increasingly essential in the era of glocalisation, where local identities must engage productively with global markets. This study examines how cultural heritage–driven product design can be embedded within design education through studio-based learning. The research investigates how industrial design students in Nigeria apply cultural knowledge in ceramic, textile, and graphic design projects. Using a practice-based approach, the study analyses student studio projects, design processes, and prototypes to explore how cultural awareness shapes design outcomes. Theoretical perspectives from cultural economics and participatory design highlight the economic, pedagogical, and socio-cultural value of heritage-infused products. Student outputs demonstrate meaningful reinterpretation of heritage elements rather than superficial replication, revealing the pedagogical value of culturally grounded design education. The findings contribute to design education discourse by illustrating how culturally responsive pedagogy strengthens identity formation, innovation capability, and entrepreneurial readiness within higher education contexts.
Peter Oluwagbenga Odewole (Thu,) studied this question.