This study investigates the integration of Embedded Tactile and Sensory Technologies as digital disruptions in South African design education, exploring how additive manufacturing and tactile interfaces can bridge theory with experiential learning. Grounded in Experiential Learning Theory (ELT), a Design-Based Research (DBR) methodology was employed to develop and test an educational intervention at a South African University of Technology. The research examined how the embedded technologies enhance student engagement, inclusivity, and creative problem-solving within a context of limited resources.

Traditionally, design-based research (DBR) unifies research, design and evaluation of interventions aimed at improving educational practice. Shifts elucidate DBR as a novelty to bridge the gap between knowledge generated from research with that of design practice. DBR, therefore, locates itself in both educational and design practice contexts. This paper considers DBR in the educational context hence aimed at the affordance for improving fashion design educational practice. The DBR phases in educational disciplines may well act as guidelines to develop scholarship around research on and through design.