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The persistence of past traditions and the uncertainty of change can easily immobilize teachers who see the misfit of design education, but are reluctant to adapt and evolve new approaches to the teaching- learning paradigm. Using a recent statement by a former Harvard president, a few direct and unremarkable adaptations are suggested. This special issue is organized in three sections: Clarity in educational goals and student performance; Attention to dynamic change and interconnectedness; Differentiation and research in graduate programs. The invited authors are briefly introduced. They do not provide consensus, but offer different perspectives on change.