Burcak AltayGulnur BalliceEbru BengisuSevinc Alkan-KorkmazEda PaykocAlkan-Korkmaz, SevinçAltay, BurçakBengisu, EbruBallice, GülnurPaykoç, Eda2025-10-0620161360-31161464-517310.1080/13603116.2016.11556622-s2.0-84961209896http://dx.doi.org/10.1080/13603116.2016.1155662https://gcris.yasar.edu.tr/handle/123456789/7243https://doi.org/10.1080/13603116.2016.1155662This paper explores the process and outcome of using learner-centred methods to develop students' empathic design abilities during an educational workshop on inclusive design. In the first section of the paper we suggest the significance of incorporating inclusive design within the education of design disciplines. Then we introduce a workshop on inclusive design awareness that architecture and interior design students participated which applied various learner-centred methods. We discuss the process that incorporated project-based learning role-playing/simulation and students' reflections and feedback on their experience. The workshop process the student project experience and students' reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings we provide suggestions for similar educational events that can be applied in other disciplinary contexts.Englishinfo:eu-repo/semantics/closedAccessLearner-centred, design education, empathic design, inclusive educationTEACHING UNIVERSAL DESIGN, STRATEGIES, EMPATHYLearner-centredDesign EducationInclusive EducationEmpathic DesignArticle