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In the evolving landscape of project management, the challenge of managing uncertainty is paramount, particularly in innovation and design projects where the unpredictable nature of activities often defies traditional project management methods. This study introduces a novel integration of game-based learning (GBL). The research explores how GBL can simulate real-world uncertainties and foster adaptive skills in managing the unforeseen variables characteristic of innovation projects. By engaging students in a master’s course, through game-based workshops, the study evaluates how these interactive experiences enhance their ability to navigate and manage project uncertainties effectively. Additionally, the paper examines the utility of the ISO56000-series in guiding these uncertain environments, exploring how it can be adapted to better support innovation-driven project management. Through this dual approach, the study aims to offer insights into blending structured project management frameworks with the flexible, exploratory nature required for successful innovation and design projects. The findings suggest that combining GBL with targeted standards can significantly mitigate uncertainty and enhance the innovative capacity within complex project environments.

This paper presents a course model, Generative Design for Sustainability, that brings together Experience Chart (EC) guide as a user observation method and two generative research methods, namely Design for User Intention (DUI) and Experience Reflection Modelling (ERM) for the various stages of a design research project and discusses their implications for design for sustainability. The course offered at METU Department of Industrial Design aims to provide graduate students with a basis for a better understanding of generative research approaches aligned with sustainable design considerations. It also helps students develop design solutions for sustainability, and evaluate and reflect on design research processes. First, the paper presents the course objectives, outcomes, and process, then, it explains the methods to be adapted and implemented within the context of the course. Then, these methods and their adaptations are demonstrated and discussed through design research projects of graduate students focussing on diverse practices such as showering, shaving, and personal care in a bathroom environment. The paper focuses on how the complementary use of generative research methods can support problem definition, idea generation, and convergence phases of the design process in line with the sustainability considerations for the effective use of water. Presenting major conclusions and insights, this paper offers a holistic perspective on conducting generative design research for sustainability in design education. It will also discuss potential adaptations of these methods for the future development of the course. 

Keywords: generative design research d-methods, design for sustainability, effective use of water, sustainable behavior change, experience chart (EC) guide, design for user intentions (DUI), experience reflection modelling (ERM).