In recent years, design education has experienced major changes as the number of digital tools and technologies has rapidly developed. Many design programs encounter difficulties in integrating these innovations, despite their potential benefits. In this research, the adoption of digital tools in the teaching of design in Jordanian universities is explored, focusing on the views of educators in relation to their use, the challenges associated with it, and the resultant effects on the pedagogical process. Faculty members working in various departments of design were surveyed gauging the frequency of usage of tools, their knowledge of new technologies, their perceptions of the potential results of an educational process, and the barriers that were met during the integration process. To guide the analysis, three theoretical frameworks were applied: the SAMR model of technology integration, Bloom’s Digital Taxonomy, and the Technology Acceptance Model (TAM). The findings reveal that while traditional tools like AutoCAD and Revit are predominantly used at the Substitution and Augmentation stages, emerging technologies such as VR/AR and AI show potential for higher-order integration. However, barriers related to ease of use and perceived usefulness limit their broader adoption. The study contributes to the understanding of digital transformation in design education and provides insights into the pedagogical implications for future curriculum development. The research highlights the need to invest more in the professional development of educators and to work more closely with the technological industry. The proposed implications of these insights concern the restructuring of design education to reflect the needs of the digital age and provide approaches to overcoming obstacles to the successful adoption of technology in teaching environments.

This qualitative case study examines the feasibility of introducing transformative resilience in the informal settlement of Mohammad Amin Camp in Amman, Jordan. A participatory design approach was adopted, combining community workshops, focus-group discussions, semi-structured interviews, and spatial mapping to explain the urban challenges faced by people living in the camp. Themes associated with data collection were the need for social spaces, better waste management, and greater mobility. The findings suggest that community-defined resilience priorities extend beyond physical infrastructure improvements to include social interaction, accessibility, environmental quality, and local ownership, highlighting the value of participatory design in identifying context-specific resilience needs. Guided by the Enabling–Enacting–Envisioning framework, this study translated community knowledge into actionable urban design strategies, illustrating how participatory design can foster transformative resilience through integrated environmental, social, and governance interventions. Key interventions include the creation of green spaces, improved pedestrian pathways, community gathering spaces, and integrated waste management and fire safety measures. The proposed interventions address immediate urban challenges while strengthening long-term resilience through enhanced social cohesion, environmental adaptability, and community capacity. This study illustrates that participatory, small-scale spatial interventions can inform grounded and context-specific urban regeneration, offering practical insights for planners and policymakers working in informal settlement contexts.