As emerging digital technologies become increasingly integrated into our everyday lives, it is important to evaluate how they can be used both as beneficial tools in the design process and how they can be effectively integrated into higher education pedagogy to enhance teaching and learning processes. As we enter the fast-changing Industry 4.0, students must be suitably and sufficiently equipped with a wide range of skills that Industry 4.0 requires. This includes the “hard skills” of practically using emerging digital technologies, as well as the “soft skills” required to effectively apply these technologies in sustainable and ethical ways. Consideration for how technology can be integrated into undergraduate teaching and learning advances programme offerings by equipping graduates with the skills necessary to participate in their evolving industry.

Projection mapping, also known as spatial augmented reality, is the process of superimposing digital images or videos onto 3D surfaces through digital projection. These surfaces can range from large objects such as building facades, to small-scale everyday products. The advancements of projection mapping present exciting possibilities in design processes and outcomes, such as showcasing multiple product surface finishes, colours and textures on a single 3D model, generating dynamic and changing spaces or installations, or creating engaging and immersive product advertising, to name a few.

Aligned to the subtheme of “Doing: Exploring new pathways in design education”, this paper reports on a three-year qualitative action research project, comprising five undergraduate Industrial Design projects, exploring the potential means of enhancing teaching practices by effectively and efficiently incorporating projection mapping into student projects to achieve increased student engagement and learning. This paper presents an overview of the project’s context and methodology together with a selection of project outcomes and key findings through a discussion of student and lecturer reflections regarding the relevance and efficacy of incorporating projection mapping into undergraduate teaching and learning.