For design educators who are developing students readiness as sustainably aware design practitioners, it remains a
challenge to create meaningfully transformative learning experiences. We contend that, in tackling this challenge, it
is key for design educators to develop compelling pedagogy where students experience their evolving agentive selves
in relation to wider systemic relationships. To explore this we examine a project case where Biomimicry was introduced
to complement a pilot course promoting a Sustainable Product Service System (S.PSS) view and tools. The
question framing this research paper is: What are the qualities of an ecologically immersive pedagogy that is productive
of sustainable design dispositions in students? By connecting social learning theory and design for sustainability,
we draw together concepts of learning ecologies, and agentive learning. Conducted as participatory action research,
the qualitative inquiry process reveals how pivotal learning moments were found to have cultivated attributes of resilience,
performative adaptability, and relational awareness.

Authors: Bruce Snaddon, Andrea Grant Broom.