Jamer Hunt contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Jamer advocates that designers demonstrate their role as strategic, critical thinkers going well beyond aesthetic considerations. He also describes the daunting challenge before design students who must be both specialised in their practice while also flexible generalists – able to rapidly acquire new skills and knowledge.

Steven Heller and Lita Talarico contributed their reflections as part of the Icograda Design Education Manifesto 2011 update. In their essay Steven and Lita outline four key areas for design pedagogy: authorship, collaboration, entrepreneurship and multidisciplinary design. They remain grounded in historic roots - typography and the 'making of stuff' - while looking to the changing roles, tools and business knowledge key to future success.

Hugh Dubberly contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Hugh discusses the changing relationship between designers, the production environment, technological advances and the surrounding culture. He encourages us to take responsibility in shaping the interaction with technology, both in design education and general practice.

Meredith Davis contributed her reflections as part of the Icograda Design Education Manifesto 2011 update. In her essay Meredith notes where design education fails to engage with real-world complexity and does not keep pace with a shift from fixed deliverables to dynamic experiences.

Liz Danzico contributed her reflections as part of the Icograda Design Education Manifesto 2011 update. In her essay Liz explores the dissolving borders between consumer and producer, collaboration as primary form of interaction in design and how to create 'beautiful seams' in response to this new landscape.

The following essay written by Katia Colucci was contributed, among 22 reflections, to the Icograda Design Education Manifesto update. Katia describes a future in which design education is radically transformed by technological change.

Halim Choueiry contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. Halim crafted an ocean-based fable about the challenges students face when choosing design as a field of study in university. He advocates for introducing design education in high school to encourage the "plunge into creative waters."

The following essay written by Rodolfo Capeto was contributed, among 22 reflections, to the Icograda Design Education Manifesto update. Rodolfo summarises his thoughts with the keywords: accreditation, critical thinking, crowd-designing, diversity, ethics, reflection and technology.

Gui Bonsiepe contributed his reflections as part of the Icograda Design Education Manifesto 2011 update. In his essay Bonsiepe outlines an approach, the challenges and major considerations essential to the development of 'a manifesto for design education.'

The Graphic Artists Guild profiles notable contributors to the field through their 'Member Spotlight.' This spotlight introduces Andréa Pellegrino who engages in social change through design thinking both individually in workshops with students and on a larger scale with major organisations and programmes.