Past
What does Mats’ design background look like? How did Mats develop during his first and second year ID?
Present
What did Mats do and how did he develop during his exchange?
Future
Does he have a competence development plan for the final bachelor project?
Past
Before starting the ID major, I was already busy making things like travel videos, escape rooms, and simple games. These projects helped me explore creativity and experiment with tools.
A travel video of a trip to Sweden!
A simple but functioning games website I made in secondary school.
A more advanced game I made in secondary school.
In Y1, I mainly explored the breadth of design: co-creation, basic user research, creative ideation, prototyping, technology. Much of my work was project-driven and exploratory. I learned how to collaborate, experiment with materials and digital tools, and apply structured creativity methods. At that stage, my focus was largely on doing (learning tools, methods, and processes) rather than critically reflecting on why and for whom I was designing.
A 3D model used for an animation during CBL Project 1.
Working with my team during CBL Project 1.
In Y2, this shifted. I became more aware of the consequences of design decisions and the importance of context, stakeholders, and timing within the design process. Through projects involving real clients, users, and communities, I learned that user research must be purposeful and well-timed to truly inform design choices. I also discovered the limitations of dominant perspectives and the value of including diverse stakeholders (such as experts, organisations, and governments) especially when addressing complex societal challenges like sustainability and climate change.
I also developed a strong preference for combining digital and physical design, using technology as a means rather than an end. My experience with business tools, data analysis, and communication helped me understand how design can work well in real-world situations while still supporting social and environmental values.
Presenting to the municipality of Eindhoven.
Letting potential users interact with prototypes.
The Y1 and Y2 experiences shaped my identity as a designer who (now) aims to create locally grounded, inclusive solutions with broader impact.
In the present section, I briefly reflect per expertise area on what I did in Y1 and Y2 and how this development continues to inform my current direction.
Future
About my future plans...
For the next semester, I will be doing the Final Bachelor Project, for which I’ve applied to the “Transforming Practices” squad (Health and Inclusive design as second choice). Its focus on ‘collaboration to create local solutions that contribute to the larger whole’ fits well with my vision. It will allow me to apply what I’ve learned during my exchange and succesfully complete my goals.
Check out my live SMART goals logbook here.
This logbook also serves as my competence development plan for the FBP.
Present
In Y1, I focused on co-creation sessions and ‘cognitive walkthroughs’, mainly due to projects with children or tech-oriented projects.
Hosting a cocreation session in CBL Project 1.
In Y2, I expanded my user-research approach by using surveys, campus user studies, and real-world community engagement. Mid-project constraints revealed the limits of leading questions and narrow perspectives. This made me adopt a new design research process (more there). 'Going out on the streets' taught me the value of diverse stakeholder voices to create inclusive, scalable, and impactful climate-focused solutions.
Talking to community members during a meeting hour.
Asking the people of Eindhoven about their opinions of the city in the future.
During my Industrial Engineering and Management exchange at KTH in Stockholm in Y3.1, I noticed that there was a strong focus on the UN Sustainable Development Goals in all the (business) courses I followed. I was also introduced to the 14 EU megatrends, which helped me understand long-term social, economic and environmental changes. I found this approach very interesting, because it showed how global challenges can guide design and business decisions.
From this experience, I learned that it is important to study current developments, such as the SDGs and major trends, before designing a product or starting a (social) enterprise. This helps to create solutions that are relevant and meaningful. As I want to design with environmental and societal impact in mind, this way of working helps to make more impactful and responsible choices.
The SDG cubes in the KTH Library (photo from kth.se)
During the exchange, I also gained firsthand experience with intercultural differences between people from diverse backgrounds. This supported my vision by helping me understand different perspectives and contexts, which is essential when designing local solutions that fit both people and their natural environment.
These recent experiences have shown me the value of diverse engagement and prepared me to approach future projects more confidently. For my Final Bachelor Project, I will engage with at least two key stakeholders—such as users, clients, or experts—within the first weeks.
Before Y1, I had some knowledge from Business Economics in secondary school, where I gained practical knowledge on managing assets, liabilities, and starting a business.
In Y2, I developed my business skills beyond basic economics by working as a visual designer for clients, learning invoicing, expectation management, and clear communication. I discovered how business tools can support societal and nature-based goals through stakeholder-focused projects like IDefine and LightLock. Methods such as PESTLE, value laddering and sustainable business models prepared me to apply business thinking toward social and environmental impact.
Presenting our solution for IDefine to the municipality of Eindhoven.
During my exchange in Y3.1, I learned more about social entrepreneurship. Concepts such as effectuation taught me to work creatively with available resources and to start small without fear of being imperfect. This professional skill has been reflected in the startup Klipsie and showed me that these principles can also be used when designing initiatives that strengthen the relationship between people and nature.
The 'Green Economics' course assessed climate policy by estimating future GDP losses or gains. It treated climate change as a financial risk and argued that acting now is like buying insurance against future costs. While this view fits our capitalist system, it doesn't resonate with me because it overlooks environmental and social interests. However, I can use the risk-assessment framing to persuade businesses to invest/become partners in my future designs while staying true to my vision.
Also, I figured that user-centred thinking is an essential part of business. Ideas such as problem–solution fit and product–market fit highlight the importance of understanding users, which is key when designing any product or initiative.
During my exchange, I did miss out on some pracctical experiences. So, to further improve this EA, I want to work closely with or work for an organization focussed on sustainability/nature during my FBP. In this way, I will experience first-hand how design can look like in such organizations.
Before Y1, I enjoyed editing photos, videos, and making graphic designs. I thought I was already quite skilled, but I learned a lot more about creativity in design processes in Y1. Thinking far outside the box felt odd at first, but I soon appreciated it. Tools like brainwriting helped me develop more original ideas.
A proto website I made in secondary school.
A creative concept during CBL Project 1 through brainwriting.
In Y2, I strengthened my ideation skills, especially in interdisciplinary teams, where creative thinking led to strong outcomes and engaging collaboration. I explored both digital and physical design, realising the power of tangible, app-free solutions like the redesign of LightLock. I also developed a clear personal design identity and applied my growing web and graphic design skills to, amongst other things, a socially and environmentally driven start-up: Klipsie.
Using the Six Hat Thinking Method in an ideation session.
Using concept sheets in an ideation session.
The footer of a website I made for a client.
A collection cube I designed for Klipsie.
During my Exchange in Y3.1, I used AI tools to make graphic designs for the first time, which I only used for coding and writing before. I also used visual AI for Klipsie, which already proved very useful (saved time and improved aesthetics) and I believe it will be more useful as AI tools improve over time. Therefore, I am planning to work more with AI for graphic design to prepare myself for the future of graphic design.
A storyboard for a course made by AI.
An AI generated image of Klipsies in a living room.
Also, I entered an ideation phase (when following a Design Thinking Process) for an online course. Therefore, the activity was individual, but surprisingly I was able to get a lot of ideas down on paper through mindmapping and sketching. I will save these techniques for individual ideation during my FBP.
Some of the ideas during this ideation session.
During my FBP, I will improve my individual ideation skills by using design thinking methods to generate and explore multiple concepts before settling on one. I will demonstrate this through documented iterations.
As shown in the graph, my development is expected to be most significant in the first year. During that time, I gained a broad set of prototyping skills—working with materials in the workshop, electronics, and 3D rendering. In Y2, I applied some of these skills by building a ball pit, constructing a lamp framework, and making a 3D render.
Year 1: A box made out of multiple materials for CBL Project 1.
Year 1: A 3D model used for an animation during CBL Project 1.
Year 1: Creating a dancing plant with electronics and mechanical components.
Year 2: Building the lamp structure for LightLock.
Year 2: Creating a ball pit for an 'immersive experience'.
Year 2: Creating a 3D render of a collection cube for Klipsie.
Like before Y1, I’ve been naturally drawn to digital prototyping and crafting, especially graphic design. In Y2 I learned digital prototyping in Figma and then applied it to redesign this website.
One frame of the app prototype for LightLock, made with Figma.
A screenshot from the Figma frames for LightLock.
A screenshot from the Figma frames for my website.
During Y3.1, I build on my digital (graphic/web) design skills by realizing a webshop for Klipsie. Although my vision does not necessarily revolve around e-commerce, webshops can definitely be useful for social entreprises like Klipsie. In this way, this skill might be useful in my future career, looking at my current design vision.
A screenshot from Klipsies webshop.
I also acknowledge the importance of physical prototypes/concepts for nature-based, sustainable design. Therefore, I will make at least one decent-looking physical prototype during my FBP to broaden my physical prototype skills.
In Y1, I learned the basics of Python, C/C++, and Java for prototyping and data analysis.
Using Arduino code to sense the location of the object for CBL Project 2 (Year 1).
In Y2, I custom coded my personal website using HTML, CSS, and JavaScript. For this, I applied and expanded on skills I had before Y1. That said, I believe AI will soon make extensive knowledge in these coding languages unnecessary, so I don’t aim to master these languages. Also, I analysed survey data, identified patterns, and visualised them for CBL Project 3, teaching me how to turn complex data into clear, accessible visuals.
An example of the 'Behind the Scenes' for this page...
Visualisations of two open questions from the survey for LightLock.
Looking ahead, I want to apply this EA to analyse and visualise data for future initiatives. For my Final Bachelor Project, I plan to create at least three impactful data visualisations revealing key insights through my own research. My goal is to clearly communicate insights and engage local stakeholders.
In Y2, I developed a stronger personal design identity—creative and informal, yet still professional— which I've been using consistently for all my designs.
My current vision emphasises collaboration. I’ve seen how effective teamwork can be when roles and expectations are clear, but when they aren’t, I tend to take on too much. As a natural coordinator, I often lead, organise tasks, and keep things on track. I’ve learned that when collaboration falters, it’s important for me to step up—set clear expectations, check in regularly, and address issues early.
To add to that, during my exchange in Y3.1, I improved my collaboration skills, especially online. For one project, collaboration was purely online. I naturally took the role of chairman, planned meetings and made meeting agendas and summaries. This gave me great experience for my future career, but also reminded me again of my weaknesses. I have to remind myself to communicate more clearly and sometimes be more assertive to make sure that all team members fulfill their tasks as promised.
Involving users too late during CBL Project 3 (Y2) showed me the importance of including users early on in the process. This led me to adopt the Design Thinking Process, which starts with the Empathise phase and helps me understand stakeholders’ real needs from the beginning. Because the process is widely used, it also helps align stakeholders in complex projects.
Compared to Y1, where I struggled to see where I was in the process, this approach now gives me the structure I need while still allowing flexibility and creativity.
During a course in Y3.1, I had the chance to follow the Design Thinking Process to design a solution for SDG4. It was an online course with students from different countries and disciplines, and the process proved to be easy to follow for all.
I’ve also added ‘and iterate’ to the process, since I believe it’s essential. Iteration helps to reflect on the ‘testing’ phase and use feedback to improve the design, which is a key part of creating better solutions.
At the end of Y1, my design vision focused on a sustainable, green, and healthy environment and 'visual' design. During Y2, this developed into designing climate strategies for larger impact. While this direction felt meaningful, it was still quite abstract and difficult to explain in practical terms.
During my exchange in Y3.1, my vision became more focused and grounded. Living in Stockholm, where water, nature, and the built environment each make up one third of the city, made me realise how limited access to nature is in the Netherlands. This strengthened my motivation to design locally and with nature as a starting point.
The green KTH campus.
Just a few minutes away from my room in Stockholm...
At the same time, the Green Economics course showed me how climate initiatives are often evaluated mainly through GDP, overlooking social and environmental values. This reinforced my belief in action-based approaches that prioritise real impact for people and nature.
I also updated my professional identity. Working only in multidisciplinary teams during Y3.1 made it clear that I need to position design as my core strength.
Looking ahead to my FBP, I want to further explore how design can meaningfully connect to sustainability, especially nature. Design is often seen mainly as product or social design, while its practical role in sustainability remains unclear to me. Through my FBP, I aim to better understand and demonstrate how design can contribute to tangible, nature-focused outcomes.