In a challenging global context, design education is expanding its theoretical, methodological, and epistemological frameworks by engaging in dialogue with other disciplines and encouraging students to explore complex issues through collaborative, speculative, and reflective approaches. Consequently, an increasing number of undergraduate research projects have managed to transcend curricular limitations, contributing to the development of disciplinary knowledge. This special issue aims to bring together such works, highlighting their academic value, disciplinary contribution, and potential impact on the professional and social environment. Base Diseño e Innovación (BDI) invites graduates and their thesis advisors or mentors to submit articles presenting the results of design research carried out as part of their degree projects between 2018 and 2024. Likewise, academics who have led these initiatives are invited to share their experiences, reflections, and the theoretical and methodological approaches that have guided their teaching practice.

Editors

Giovanna Danies, Universidad de los Andes, Colombia
Trinidad Lazcano, Universidad del Desarrollo, Chile
Úrsula Bravo, Universidad del Desarrollo, Chile