Gelmez, KorayTufek, Tugce Ecem2024-07-182024-07-1820221460-69251756-3062https://doi.org/10.1080/14606925.2022.2088174https://hdl.handle.net/11411/7494In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners' design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.eninfo:eu-repo/semantics/closedAccessDesign PedagogyDesign EducationWritingReflectionEngineering DesignTo-LearnReflectionArtStudentsArticle2-s2.0-8513329772610.1080/14606925.2022.20881746954Q267525N/AWOS:000819533200001