With the evolution of digital technologies, our ability to manage processes and solve problems has been significantly transformed. Automation and virtualization have empowered us to take on increasingly active roles as creators and producers. In this context, the concept of design has gained importance not only in the industrial sphere but also in language education and pedagogical policymaking. To foster the critical awareness necessary for students to engage in social language practices, design has become an essential process. It empowers language users to (re)construct meanings, languages, and media with the support of digital technologies.

The overall objective of this project is to analyze the potential of combining digital technologies and design for language teaching and learning. To achieve this, the following specific objectives have been defined: (a) Identify digital tools for implementing design-based activities in language classes (b) Identify models for integrating digital technologies into design-oriented language learning activities; (c) Investigate language learners’ experiences with digital technologies in design-based language learning; (d) Investigate the experiences of pre-service and in-service language teachers with digital technologies in design-based language teaching; (e) Highlight learners’ and teachers’ perceptions and conceptualizations of digital tools and models for design-oriented activities; (f) Evaluate learning resources and teaching materials for design-based language education; (g) Assess models, curricular proposals, and policy guidelines related to the integration of digital technologies in language teaching and learning; (h) Evaluate pedagogical practices and teaching methodologies that involve the integration of digital technologies into design-oriented activities. Adopting a qualitative and interpretivist research approach, the study will draw on methods and techniques such as informetrics, literature review, questionnaires, narratives, document analysis, and interviews. It will involve the participation of both language learners and teachers (in first and additional languages), considering a diversity of nationalities, age groups, gender identities, language learning backgrounds, and teaching experience.