Abstract

This study examines how meta-art principles can enhance online foundational design education for non-art majors. As digital transformation accelerated during the post-pandemic era, this study investigated whether project-based online learning could effectively deliver core design concepts to students without traditional art backgrounds. Grounded in meta-modernist philosophy and meta-art theory, this study applied these frameworks to educational service design. This study conducted a six-month online course with two non-art major participants, documenting their creative development, project outcomes, and interactions with the instructor via Zoom sessions and digital platforms. Our findings demonstrate that meaningful artistic growth and engagement can occur in remote learning environments, despite physical separation. The study reveals the pedagogical value of meta-art approaches in online design education and suggests broader applications for promoting reflective and creative learning experiences.