Abstract
The paper presents the second phase of an ongoing research project on interdisciplinary teaching
experiences with the aim of promoting a more inclusive and gender-balanced education in digital design.
In particular, it introduces and discusses a second wave of participatory activities within the Interaction and
Communication Design course of the Bachelor of Design and Art at the Free University of Bozen-Bolzano,
which took place during the summer semester of 2023-24. The project adopts the methodology proposed
and discussed in the essay Biased Education. Teaching Digital Design through Female Protagonists. The
case study presented at the INTED 2024 conference develops the refinement of the workshop designed
to raise awareness of the cultural-historical biases present in the field of communication and technologyoriented design disciplines. In this second phase of the research, an additional survey will be introduced and tested thanks to the International Women's Day 2024 initiatives organised by the University’s Equal Opportunities Committee, namely a conference and an exhibition. This paper presents, illustrates and
discusses the results of this pedagogical approach in cultural, methodological and didactic terms,
proposing it as a potential paradigm and teaching model. It also reflects on and discusses the specific
outcomes and implications of the two workshops at a societal and awareness-raising level in terms of an
inclusive and diverse approach to design history and education and the inherent biases of the wider cultural
system in which we are immersed.