This paper addresses the emerging trajectory of the more-than-human within Human–Computer Interaction (HCI) research. Traditional human-centred design (HCD) methods focus on centring human needs, designing seamless user experiences, and evaluating utility factors. However, recent HCI research argues that human-centrism limits our understanding of enmeshed and pluralist design situations, and hence calls for approaches that embrace and can expand the HCI methods to include more-than-human things, beings, materials, and ecosystems. Yet, few concrete HCI methods engage with more-than-human perspectives. In this paper, we explore the use of provocations in design as a means to trigger tensions and reflections, particularly through provotypes and provotyping, as a way for designers to engage with more-than-human perspectives. Through two design examples, we demonstrate how designerly provocations can reveal the entangled relationships between humans and more-than-humans. The aim is to inspire the integration of more-than-human perspectives in HCI research, practice, and teaching.

Why should we teach for more-than-human perspectives in design? With the rise of an increasing interest in various more-than-human perspectives in design research, it is time for the DIS community to consider how more-than-human perspectives can be integrated into the design and Human-computer interaction (HCI) curriculum. In this one-day workshop, we will invite participants to bring activities and materials from their own teaching of more-than-human perspectives in design (if you have no experience, you are also welcome). Through structured and facilitated reflections, these pedagogical activities and materials will be analysed and mapped to build an overview of existing practices, explore similarities between them, and articulate challenges that come with teaching more-than-human perspectives in design. The participants will be invited to continue sharing teaching practices after the workshop, to sustain the network and keep working towards a future curriculum for more-than-human in design.

In this chapter, we foreground teaching for more-than-human values and perspectives in the design of technologies. The chapter addresses questions that come with our entanglement with complex social-ecological-technological systems, which challenge the very foundation of our teaching practices that, at present, heavily bank upon human-centred design approaches. Three concrete teaching activities on how to incorporate more-than-human perspectives in technology design teaching are presented, which serve as examples to illustrate certain challenges (e.g., what has to be unlearned to change our perspectives and attitudes toward more-than-human worlds?). We will further outline and discuss these challenges, as well as opportunities for future paths. The main takeaway from this chapter is two-fold; firstly, considerations in teaching for more-than-human values and perspectives in technology design, and secondly, concrete teaching activities to get started in this area.

Why should we teach for more-than-human perspectives in design? With the rise of an increasing interest in various more-than-human perspectives in design research, it is time for the DIS community to consider how more-than-human perspectives can be integrated into the design and Human-computer interaction (HCI) curriculum. In this one-day workshop, we will invite participants to bring activities and materials from their own teaching of more-than-human perspectives in design (if you have no experience, you are also welcome). Through structured and facilitated reflections, these pedagogical activities and materials will be analysed and mapped to build an overview of existing practices, explore similarities between them, and articulate challenges that come with teaching more-than-human perspectives in design. The participants will be invited to continue sharing teaching practices after the workshop, to sustain the network and keep working towards a future curriculum for more-than-human in design.

This paper aims to draw attention to what and how we teach morethan-human perspectives in computing and technology design education. There is a growing interest in the more-than-human in design research and practice, as a response to social-ecologicaltechnological-related challenges faced in a world of ecological and climate justice-related limits. Acquiring the knowledge and skills to design computing and technologies that support a plurality of human and non-human lifeforms and flourishing biospheres, will be crucial for future generations of technology design practitioners. How do we then educate responsible designers? In this paper, we present ideas for an emerging pedagogical framework for teaching more-than-human perspectives in computing and technology design education to stimulate and provoke a discussion on what and how we should teach. Through outlining this pedagogical framework, we ask the LIMITS community: what are we missing?

In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.

In this special interest group (SIG) we invite researchers, practitioners, and educators to share their perspectives and experiences on the expansion of human-centred perspective to more-than-human design orientation in human-computer interaction (HCI). This design for and with more-than-human perspectives and values cover a range of fields and topics, and comes with unique design opportunities and challenges. In this SIG, we propose a forum for exchange of concrete experiences and a range of perspectives, and to facilitate reflective discussions and the identification of possible future paths.

Decolonization is a situated effort as it relates to the relations of privilege, power, politics, and access (3P-A, in Albarrán González’s terms) between the people involved in design in relation to wider societies. This complexity creates certain challenges for how we can understand, learn about, and nurture decolonization in design towards pluriversality, since such decolonizing effort is based on the relationship between specific individuals and the collective. In this paper, we present and discuss the ‘River project’, a participatory space for decolonizing design, created for designers and practitioners to reflect on their own 3P-A as a way to create awareness of their own oppressive potential in design work. These joint reflections challenged ideas of participation and shaped learning processes between the participants, bringing to the foreground the importance of seeing and allowing for a plurality of life and work worlds to be brought together. We build on the learnings from this project to propose the notions of pluriversal participation, pluriversal presence, and pluriversal directionality, which can help nurture decolonizing designs towards pluriversality. We conclude by arguing that, for nurturing pluriversality through Participatory Design, participation, presence, and direction must be equally pluriversal.

What should design students learn, not to lose hope, but be able to design in the current dire climate, energy and health situation? What can we design and still stay on track with the Sustainable Development Goals (SDG) in 2030? What can we design in the long run, not worsening critical human and non-human systems? In the paper we question "good intentions" and business-as-usual approaches, to challenges facing many of our most existential systems. We suggest changes to the Design field's understanding of the SDG's. Further, we suggest focusing on several solutions at the same time, in local communities, with collaboration with others and design educations. The paper argues that a holistic and systemic view is required that rather focuses on root-problems, than the symptoms these problems cause. Based on a multidisciplinary selection of scientific literature, the paper shows how acclaimed systemic approaches often harm the health of both human and non-human systems. In addition, the paper argues that these acclaimed systemic approaches tend to suggest "solutions" that stand in the way of more realistic solutions emerging from supportive and social environments. One of the insights from the literature, is how individuals by reconnecting to community- and practice-based activities strengthen hope of better futures. In the paper we argue how designers and design educations, can act multidisciplinary, with others, to become agents towards the kind of holistically, community-based, and radical changes required to heal all broken systems. We suggest how designers can situate themselves in the responsible workshop of 2030.

This position paper presents the initial steps towards the development of a pedagogical framework on teaching for more-than-human perspectives in design targeting teachers at technology design programmes and courses in higher education. We build on the methodology applied in the [ref anonymised for blind review] project [ref anonymised] and the resulting [ref anonymised] OER (Open Educational Resource). The continuation of the project focuses on developing teaching activities that address more-than-human perspectives when teaching the next generation of responsible technology designers. In recent years there has been a growing awareness towards designing for more complex and holistic systems that include perspectives of nature and the more-than-human. As stated in the UN Sustainable Development Goals, to achieve sustainable development we need to address the three levels: people (society), profit (economy), and planet (biosphere) since they are all intertwined. Still, most of the design methods both professionally practiced and taught at technology design education are geared towards humans with particular focus on users through, for example, human-centred design and user experience design. Thus, there is a gap between methods taught to designers and what methods are needed to solve problems related to environmental and social sustainability by also addressing planetary perspectives. This paper puts forward the importance of challenging the dominating paradigm of technology design practices primarily focusing on people and profit, by also including planetary and more-than-human perspectives. Examples of existing practices and approaches for including and listening to more-than-human perspectives are presented. By building on the experiences gained from the [ref anonymised] project, we present a path towards a pedagogical approach for how practices of designing for more-than-human perspectives can be turned into teaching activities in technology design educations. In doing so, teachers become agents of change by creating conditions for students to grow into responsible designers of future technologies and play a role in driving adaptation towards a more sustainable future.