Anupriya Tuli

Given the growing global crises caused by the growth economy, there is a pedagogical responsibility to prepare future Human–Computer Interaction (HCI) professionals to embrace uncertainty and question unsustainable ideologies and practices. This workshop creates a space for educators and students to critically reflect on how HCI pedagogy might move beyond “bigger–and-faster” framings and toward practices of sufficiency, repair, and care. Through activities such as co-designing a living syllabus and reimagining evaluation criteria for student work, participants will explore how education can itself function as an infrastructural practice for cultivating post-growth perspectives within HCI. In doing so, this workshop aims to foreground pedagogy as a vital site where post-growth commitments can take root, reorienting the content and practice of HCI toward cultivating socio-ecologically just futures.

Menstrual experiences are shaped by many different stakeholders, entities, and the broader socio-cultural context, or in other words, the ecological systems surrounding a menstruator. We explore what it means to take an ecological approach in studying and designing menstrual technologies. We translated and adapted Ecological Systems Theory (EST) for menstrual wellbeing and packaged the outcome in the form of a socio-ecological Canvas, accompanied by written examples and a set of prompts to facilitate engagement. We invited ten experts to engage with the Canvas in reflective workshops, which informed its further refinement. These sessions highlighted the Canvas’ generative value, fostering critical reflection on how design choices are shaped by and ripple across layers of influence. With this translational research, we invite HCI researchers and practitioners to critically reflect on the ecologies they study and design for, envisioning both aspired versions of existing realities and realities that do not exist yet.