Abstract This study investigates how non‐design majors enrolled in a first‐year industrial design foundations course at Arizona State University perceive and develop core design competencies. Positioned within a curriculum that introduces students to product design and industrial design principles, the course emphasises five competencies: synthesis, speculation, modelling, facilitation, and implementation as a scaffold for design. Through qualitative interviews with students from diverse majors, the study explores how these competencies were perceived and applied during the course. Findings indicate that students recognised the value of design in problem‐solving and innovation, particularly in managing uncertainty and fostering creativity. The study also highlights the importance of reflective practice in developing a design mindset. However, challenges remain, particularly in fostering collaborative competencies in a non‐traditional design education setting. The research suggests that enhancing interdisciplinary collaboration and integrating more practical design activities could further improve design education for non‐design students. These findings contribute to the ongoing discourse on the role of design education in non‐design disciplines and offer insights into improving design integration in broader educational contexts.
Wu et al. (Fri,) studied this question.