Artigo:

This project aims to enhance the design as a motor towards students’ well-being in social conflict situations. In this case, the implementation of the project took place during the Fall semester of 2020 pandemic closure when students took online classes, and on-campus socialization was not allowed by governments due to the COVID global health crisis. The design process was developed based on empathy and introspection, implementing Human-Centered Design methodology and Psychologically Inclusive design principles. The participants were nine Graphic Design students from CETYS University Ensenada, Mexico, fifteen Graphic Design students from San Diego State University, United States, and seven students from Engineering in Graphic Design School from CETYS University Ensenada, Mexico. Even though cultural, language, and geological differences, there were strong connections between Graphic Design solutions resulted from students of Mexico and the United States. Similarities were found in the way students built the design concept and approached the problem. Technology granted the opportunity to employ an inclusive ambiance. Multidisciplinary work took the project to the next level, and it was a significant aspect towards motivation, which was an essential factor during pandemic closure in the virtual learning environment. Meetings and presentations were held in English; this was not a problem as all Mexican students spoke English fluently. This could be a limitation to be considered when replicating the process between countries with different languages. Integration took place during the project, and cultural differences were not limited at all. The use of the design process to build connections, human relations, and motivate introspection can be considered the value of this project.