Art and Design education has entered a transformative era, where technology plays a defining role in shaping creative expression, design methodologies, and classroom experiences. However, not all educators easily embrace these innovations. The concept of technophobic pedagogy—teachers’ hesitation, discomfort, or resistance toward technological tools—has become a significant topic of discussion, particularly as global education systems rapidly integrate digital learning and move toward STEAM-based learning models. At Venue 6, Room 007, experts and researchers presented powerful insights into how technology is influencing, shaping, and challenging Art and Design academia. Led by distinguished chairs and researchers, this session unfolded a deeper understanding of attitudes, applications, and futuristic design frameworks.

Session Leadership and Focus

The session was chaired by Memoona Rashid from the University of Lahore, with Nouma Irfan from the University of Faisalabad serving as Co-Chair. Their goal was to initiate a meaningful dialogue on the evolving relationship between teachers, technology, and creative disciplines. As Art and Design programs transition from traditional studio-based learning to hybrid and tech-driven environments, understanding educators’ attitudes becomes crucial to improving teaching outcomes and student creativity.

Understanding Technophobic Pedagogy in Art and Design

Technophobia among teachers is often rooted in several factors—lack of training, fear of failure, limited resources, or the belief that technology might dilute artistic authenticity. In Art and Design education, where physical mediums and hands-on practices dominate, teachers sometimes struggle to incorporate digital tools such as virtual modelling, augmented reality (AR), or visual prototyping software.

This session highlighted that technophobic pedagogy not only limits innovation but also restricts students from developing industry-relevant digital competencies. Therefore, institutions must prioritize capacity-building programs, collaborative training, and gradual digital integration to bridge this gap.

Key Research Presentations

A variety of compelling academic contributions helped broaden the scope of this discussion. Each researcher presented a unique perspective on how technology influences design, architecture, and public spaces.

Framework Development of Biophilic Model for Corporate Buildings – Umer Hameed, NTU Faisalabad

Umer Hameed presented an innovative biophilic design model that integrates nature-inspired elements into corporate building structures. While not directly about technophobia, this research highlights the importance of interdisciplinary technological understanding in modern design. Educators hesitant about tech may struggle to teach such advanced concepts, highlighting the need for updated pedagogical strategies.

Technology in Public Spaces: Interactive Installations and Civic Engagement – Fizza Noor Hashmi, TUF

Fizza Noor Hashmi explored how interactive digital installations enhance civic engagement in public spaces. Her comparative analysis revealed that technology-driven art fosters public participation, encourages social dialogue, and transforms urban environments. Teachers resistant to technology may find it challenging to prepare students for such digitally integrated public art practices.

Blending the Metaverse and the Real World – Jaweria Shabbir, TUF

Jaweria Shabbir’s research examined the growing intersection between metaverse environments and physical realities. This hybrid design approach demands strong technological literacy from both students and educators. Technophobic attitudes can hinder the adoption of these new-age design tools, underscoring the need for structured training programs in Art and Design institutions.

Adaptive Micro Habitat for Digital Nomads – Hafiza Zainab Shahzad, TUF

This study focused on designing flexible, technology-supported living spaces for digital nomads. As remote work culture expands, design education must prepare students to think tech-first. Teachers uncomfortable with digital tools may struggle to deliver such technologically informed design concepts.

Mobile Learning Hub for Displaced People – Aliha Ahmad, TUF

Aliha Ahmad, TUF, highlighted the importance of mobile learning hubs designed for displaced communities. Her research merges humanitarian design with technological innovation, demonstrating how digital tools create accessible, resilient, and user-centred solutions. This reinforces the need for teachers to embrace technology rather than fear it.

Designing for Future Learners – Ilsa Fatima, TUF

The session concluded with research that emphasized the shifting needs of future learners in creative disciplines. Technology is no longer an optional component—it is a fundamental part of modern design thinking and problem-solving.

Conclusion

The session at Venue 6 highlighted a central truth: technology is shaping the future of Art and Design, whether educators are ready or not. Technophobic pedagogy can significantly limit students’ creative growth and industry readiness. By addressing fears, offering support, and integrating digital tools gradually, institutions can empower teachers to adapt with confidence. As the creative world increasingly merges with technology, embracing digital innovation becomes essential—not only for educators but for the future of design itself.