AbstractThis paper appraises design studies as part of teacher education and they are seen here as both a product and a process. Concept design has been applied when teaching the process of designing a product and paying attention to the viewpoint of the customer. However, I argue for the use of the intertextual art method because it offers an intercultural viewpoint for design education and promotes the understanding of plural meanings between cultures. The article presents a case study taken from a teacher student's open-ended intercultural design learning process and a prognosis is made for the future based on this study.