The evolving framework of design education needs pedagogical approaches that incorporate real-world engagement, collaborative learning, and emerging technologies. While traditional classroom-based instruction provides foundational knowledge, it may not always fully equip students to navigate the complexities of contemporary design challenges. This paper presents an innovative educational methodology implemented in Design Workshops enhanced by Service Learning, Peer-to-Peer Mentoring, and Generative Artificial Intelligence (GenAI). The integration of these three approaches promotes experiential learning, collaborative problem-solving, and critical engagement with emerging digital tools, equipping students with both technical expertise and adaptive, interdisciplinary mindsets.

Service Learning in design education facilitates direct community engagement, allowing students to apply their skills in practical contexts while addressing social and cultural needs. Within these workshops (involving around 200 students in two years), Service Learning was developed through collaborations with various organizations to employ design-thinking tools and implement projects that bridge the gap between academia and real-world challenges.

The Peer-to-Peer Mentoring model sought to dismantle hierarchical learning structures by embedding a system of mutual support and co-design knowledge within the class. Student mentors, having previously completed the course and refined their design skills through that experience, conducted workshops, design critiques, and iterative project reviews, guiding their peers through the research, ideation, and execution phases. This approach aligns with research emphasizing the value of participatory learning in design education, reinforcing the role of peer-driven knowledge exchange in preparing students for professional design environments, where interdisciplinary collaboration and adaptive learning are essential.

The use of Generative AI aimed to expand the students' awareness of design evolving relationships with technology. GenAI was introduced not as a replacement for creative thinking, but as an augmentation tool, enabling students to explore new visual and conceptual paradigms while critically evaluating the ethical and methodological implications of AI-driven design. Through various exercises, students utilized generative AI for experimentation, reflection, and learning synthesis. AI was also employed to automate the synthesis of course content, producing interactive lecture summaries, podcast-style recaps, and AI-curated reading materials. By engaging with AI-generated study aids, students reflected on how automation can enhance or limit learning experiences, fostering a nuanced perspective on the role of AI in education.

This paper aims to highlight the potential value of design approaches that focus on helping students develop not only technical and conceptual skills, but also an understanding of the evolving intersections between design, technology, and society.

Keywords: Design, AI, experiential learning, service design.