The interviews, case studies, and the reflection with the field provided detailed information on the practice of designers in a city lab as well as the current response of design education for these practices and what will be needed for the future. It revealed the urgently required design skills for these practices, (like openness, curiosity, etc.). It clarified that students need to be trained as experts in designing the process as well as the outcomes.
The field research showed the complexity in design education answering these needs for change, as it will have a drastic and systematic change on the curricula. It has implication for the role of the educators where they are coaches and part of the learning community with the students and, both moving along the boundaries of ‘education’ and ‘the lab’. It changes the nature of monitoring in moments for peer feed back rather then measuring the content. However there is a possibility if design education starts with actively engaging in labs, in co-creation with society. Labs create ‘pilots’ or ‘safe’ ground that allows change to be implemented.