Constraints of assignments for learning the textile craft through the design process

As a result of the general education reform in Latvia in 2020, the new subject of design and technology replaced home economics and technology. This reform changed the content and organization of training, including the structure of assignments; this article outlines a study which develops an approach for structuring learning assignments and creating constraints for the design process and product creation for future design and technology teachers. It also looks at the development of products that require crafting skills in textile techniques. In the remote study process, four open-ended multi-step assignments were validated using the MS Teams platform and the e-study environment. It proved appropriate to develop open-ended assignments that include constraints covering all stages of the design process, including constraints relating to the use of sources of inspiration, materials, techniques, colour and other means of artistic expression as well as volume, timing and location constraints, in order for students to acquire experience in the design process and in creating products. It is important to use a structured design diary form according to the steps of the design process and the specific assignment. If the source of inspiration is an object using the same technique as the product, a condition should be included to make a certain number of changes in order to avoid reproductive work. The findings also show no correlation between investment in making sketches, models and mood boards and created products ( n = 16).