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1The Graduate School, University of Santo Tomas, España, Manila
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This research explores diskarte—a Filipino concept that blends resourcefulness, strategy, and creativity—and its role in art and design education. Though Filipinos often see diskarte as an everyday trait that reflects ingenuity, it has rarely been examined in-depth through scholarly work. Drawing from constructivist theory, this qualitative study asked students, teachers, and professionals in interior design how they define, learn, and apply diskarte in their academic and professional lives. Thirty participants were interviewed, and their insights were analyzed thematically. Findings reveal that diskarte is more than just “getting by.” It is a skill set and mindset shaped by family upbringing, personal experience, and cultural practice. In schools, it shows in how students manage deadlines, materials, and projects under pressure. In practice, it enables designers to work creatively with limited budgets and strict client demands. Participants consistently described diskarte as a driver of innovation, adaptability, and resilience. However, they also noted that it is not consistently nurtured in schools. The study therefore calls for project-based learning, mentorship, and reflective practices that deliberately cultivate diskarte in the curriculum. By situating diskarte in constructivist learning theory, this research affirms its value both as a cultural trait and as a teaching tool. In doing so, it adds a Filipino perspective to global conversations about creativity, learning, and indigenous knowledge.
