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Postgraduate

MA Regenerative Design

Start date:
September 2027 Application deadline:
1 December 2026, 1pm (GMT) (Round 1) 17 February 2027, 1pm (GMT) (Round 2) College:
Central Saint Martins Fees:
£14,710 (Home) £31,510 (International) Fee details Course length:
1 year full-time
In a wild green outdoor location, a pair of hands is working with a handmade wooden nest-like structure
Bird Refuge Structures, Sarah Muir-Smith, 2026 MA Regenerative Design, Central Saint Martins, UAL. | Photograph: Graham Alderton

Design with living systems. Learn through them. Work within them. MA Regenerative Design develops new practices for ecological systems and real-world contexts.

Course summary

This course equips you to place biodiversity, climate, cultural and socio-economic equity at the heart of your work.

This course is part of the Jewellery, Textiles and Materials programme of M School. From Summer 2027, this course will move into S School.

Why choose this course at Central Saint Martins

  • A Living systems approach to design: Develop the ability to think and create through living systems principles. The course fuses ecological science, social science, and design to challenge conventional practice and prepare you to actively regenerate ecological and social systems.
  • Situated, real-world practice: Regenerative contexts are rarely stable or fully understood in advance. You will work in real places with real partners; communities, ecologies, and institutions, developing the capacity to read and navigate complexity.
  • Regenerative design intelligence: Develop ecological, relational, and systems intelligence through guided regenerative design practice, building foundational understanding to inform and extend your future work.
  • Global to local knowledge networks: The course is supported by a wide international network of practitioners, scientists, designers, and researchers working across ecology, systems, and social practices. This course support building your own knowledge and local networks to inform your practice and research.
  • Multispecies ethics and land-based pedagogies: This course draws on relational decolonial perspectives and land-based pedagogies, centring learning that emerges through engagement with place, ecology, and community. It encourages the examination of knowledge through multiple lenses to expand understandings of life, decision-making, and responsibility, fostering accountability to both human and more-than-human worlds.
  • Community of practice: Become part of an ongoing local and global community of practice that continues beyond graduation, supporting lifelong regenerative work and professional development. You build meaningful impact through sustained collaboration across disciplines, contexts, and perspectives, extending your learning and practice well into your career and wider professional life after the course ends.

Open days

The next open day for this course will take place on Wednesday 11 November. Book now.

Scholarships, bursaries and awards

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Course overview

Design with living systems. Learn through them. Work within them.
This practice-based MA is for designers and ecologists ready to shift from observation to participation; working within ecological systems and real-world contexts through situated, hands-on practice.

Designing for a more-than-human world requires participation, working from within living systems, rather than outside them. On this course, students learn from ecosystems as active collaborators, exploring how design can support the flourishing of interconnected human and more-than-human communities.

The MA Regenerative Design positions design as a catalyst for ecological and social transformation. Grounded in the principle of interdependence, the course recognises that we are inseparable from the systems that support and shape us. Regenerative designers do not stand apart from ecosystems; they participate within them, learning from multispecies, engaging with place, and cultivating the conditions for multispecies worlds to thrive.

What to expect: 

  • Ecology is our knowledge foundation: It shapes the questions we ask, the methods we use, and how we understand place. Students develop an understanding of ecosystems as dynamic, self-organising systems, and learn to work with their complexity over time. This fosters practices that are accountable to ecological health and oriented towards long-term regenerative futures. Regenerative design is a situated responsibility, linking present action with intergenerational and multispecies wellbeing.
  • Multispecies thinking is central: Students are invited to reflect on multispecies thinking as an awareness of interdependence between humans and more-than-human life, and how knowledge is formed, and how we actively participate in shaping ecological and social systems. The course engages plural ways of knowing, including land-based and scientific knowledge systems, foregrounding an anti-colonial perspective and responsibility embedded in practice.
  • Whole systems thinking underpins practice: Students learn to build bridges, work holistically across disciplines and communities and translate between different forms of knowledge. Whole system approaches reveal diverse perspectives, needs and  realities of life. Becoming attentive practitioners, graduates are equipped to work with complexity and uncertainty, and are committed to caring for more-than-human worlds, restoring biodiversity, advancing climate innovation and the thriving of life.
  • Learning is anchored in place: Place becomes an active collaborator in the development of research, fieldwork, creative experimentation and regenerative methodologies. Students work within living contexts, building relationships and engaging directly with climate- and life-responsive practices through sustained engagement with local ecologies, communities, and environments.
  • From foundation to activation: Students move from ecological understanding and observation, to situated experimentation, to the development of applied regenerative interventions in real-world contexts. Throughout the year, students build their own self-directed practice through independent, practice-based research, collaborating across disciplines and contexts while engaging directly with the relationships and dynamics of place. This process supports the development of original work grounded in lived ecological and social conditions.

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Course units

The course is fully in-person and structured across three integrated blocks over one academic year. Learning is cumulative, with each unit building on the previous, supporting a progression from foundational understanding to applied, situated practice. Across five units, students develop from interpreting living systems, to working within systems, to acting as a regenerative practitioner. 

Block 1 builds foundational ecological and systems knowledge
Block 2 develops collaborative and real-world practice
Block 3 focuses on synthesis through an independent regenerative project


Block 1: Design for Life 

From Knowledge to Imagination

This foundational block introduces the principles, frameworks, and approaches of working with living systems. Through Units 1 and 2, students combine theory and practice to develop ecological literacy, systems practice and field-based learning in order to develop regenerative design approaches.

Unit 1: Living Systems Principles

Students develop ecological intelligence by learning to read, interpret, and understand living systems. Through scientific frameworks, fieldwork, and critical reflection, the unit builds foundational knowledge of ecological processes, climate systems, and more-than-human relations, establishing a basis for responsible multispecies design practice.

Unit 2: Multispecies Lab

Running alongside Unit 1, students learn to actively imagine, question, and intervene within complex systems, expanding how we understand multispecies futures. Through systems thinking, fieldwork, and multispecies methodologies, the unit positions regenerative design as a practice for engaging with uncertainty, and real-world ecological and social complexity.


Block 2: Living Systems Collaborations 

From Imagination to Collaboration

This block centres collaboration, interdisciplinary exchange, and real-world engagement. Through Units 3 and 4, students work across local and global networks, disciplines, and contexts to develop relational approaches to regenerative design.

Unit 3: The Collaborative Unit 

Moving from individual and knowledge based work, this unit introduces collaboration as a critical mode of practice. Students build collaborative and interdisciplinary practices with another CSM postgraduate course to address planetary challenges. Working across courses and disciplines, the unit explores collective agency, shared knowledge, and the role of design in fostering social and ecological well-being.

Unit 4: Hybrid Research Station

Running partly alongside Unit 3, this unit builds on questions of collaboration by focusing on how collaborative practice operates within real-world conditions and live contexts. Students engage directly with real-world contexts through live projects and external partnerships. This unit centres place-based practice, relational intelligence and development of applied skills in working with external partners, translating research into live outcomes, and operating within professional contexts.

Block 3: Activated Ecologies

From Collaboration to Activation

The final block focuses on synthesis and independent development of practice. Students consolidate their learning into a fully realised regenerative design project, integrating ecological, systems, and relational intelligence.

Unit 5: Design for Regenerative Futures

Students are expected to operate as emerging practitioners, building sustained networks, external collaborations, and site-based partnerships that extend beyond the course. This supports the transition from student work to independent professional engagement in ecological and social contexts. Students develop their self-directed, practice-based project grounded in real contexts, demonstrating authorship, co-evolution, regenerative governance and the ability to work within living systems communities.

CSM Academic Support is delivered by a team of academics and practitioners working alongside your course to help you progress and achieve your maximum potential as a student. Academic Support can help you to develop your skills in different areas, including critical thinking, research and writing, time management, presentations and working independently and collaboratively. These may be offered as part of your timetabled classes or as bookable tutorials and workshops. 

Mode of study

The course is offered in full-time mode which runs for 45 weeks over 12 months. You will be expected to commit 40 hours per week to study, which includes teaching time and independent study. 

Credit and award requirements

The course is credit-rated at 180 credits. On successfully completing the course, you will gain a Master of Arts (MA degree). Under the Framework for Higher Education Qualifications, an MA is Level 7. All units must be passed in order to achieve the MA but the classification of the award is derived from the mark for the final unit only. 

If you are unable to continue on the course, a Postgraduate Certificate (PG Cert) will normally be offered following the successful completion of 60 credits, or a Postgraduate Diploma (PG Dip) following the successful completion of 120 credits. 

Programme specification

Download course specification (PDF File 407.6 KB)

Learning and teaching methods

All the formal teaching including formative and summative assessments are delivered in person and include: lectures, workshop, fieldwork, tutorials, group critiques and self-directed independent study.  Activities such as ecological and living system methods, data gathering, design prototyping and futuring, documentation of research may require site specific learning modes.

There will be a strong emphasis on working site-specific with the realities of the ecosystems students are part of, this can be around CSM, part of the urban ecology of the city of London or outside of this as part of workshops or individual research practice.  

In addition to the UAL Creative Attributes Framework cross referenced in unit descriptions, formative assessments will encourage skills such as risk-taking, independent enquiry, effective negotiation skills, as well as critical, ecological and civic engagement. We also recognise that empathy and the ability to listen are key attributes when developing meaningful relationships with community stakeholders, with each other, and with other species.

Each unit will include a briefing at the start and a debrief at the end to reaffirm what was learnt in the unit and how it will inform the following unit.
 

Assessment methods

This course will integrate formative and summative assessments in each unit, all assessment will be in-person in CSM, with dates and deadlines published in Moodle.

Assessment will include verbal presentations and document submission on Moodle. Formative assessment will include individual tutorials, group critiques, and self-assessment. 

The self-assessment will ask students to assess their work against the unit learning outcomes as well as reflecting on their performance in terms of the creative attributes and assessment criteria.

For unit 3, the collaborative unit in CSM, each member of the group will contribute to the final presentation for the summative assessment set by the learning outcomes of the briefing.

All units must be passed to achieve the MA but the classification of the award is derived from the mark for the final 60 credit unit only.

Students will be introduced to the assessment methods, deadlines, extenuating circumstance and format submission requirements at the beginning of the course and again at the beginning of each unit.
 

UAL Showcase

Explore work by our recent students on UAL Showcase

Staff

Previous MARD network guests: AK/OK, Saurabh Aurora, Ambika Aiyadurai, Elza Berzina, Ersin Han Ersin, Britta Boyer, C.RA.F.T Emily Luce x Rodney Sayers, Adib Dada, Design Justice Network, Alastair Fuad-Luke, Andy Goldring, Cynthia Hathaway, Theun Karelse, Rob Kesseler, Bas Kools, Rolf Killius, Ilga Leimanis, Ronan Lee, Mahaneela, Rianne Makkink, Daniel Michalik, Yasmine Ostendorf-Rodríguez, Kara de los Reyes, John Ridpath, Studio Parsons & Charlesworth, Caroline Till, Phill Stevenson

Fees and funding

Home fee

£14,710

This fee is correct for 2027/28 entry and is subject to change for 2028/29 entry.

Tuition fees may increase in future years for new and continuing students on courses lasting more than one year. For this course, you can pay tuition fees in instalments.

Students from countries outside of the UK will generally be charged international fees. The rules are complex so read more about tuition fees and determining your fee status.

International fee

£31,510

This fee is correct for 2027/28 entry and is subject to change for 2028/29 entry.

Tuition fees may increase in future years for new and continuing students on courses lasting more than one year. For this course, you can pay tuition fees in instalments.

Students from countries outside of the UK will generally be charged international fees. The rules are complex so read more about tuition fees and determining your fee status.

Additional costs

You may need to cover additional costs which are not included in your tuition fees, such as materials and equipment specific to your course. Typical approximate costs for this course include:

  • Field research trips: £500
  • Project materials: £100
  • Laptop

For a list of general digital equipment you may need (and how you can borrow equipment), visit our Study costs page.

Accommodation

Find out about accommodation options and how much they will cost, and other living expenses you’ll need to consider.

Scholarships, bursaries and awards

If you’ve completed a qualifying course at UAL, you may be eligible for a tuition fee discount on this course. Find out more about our Progression discount.

You can also find out more about the Postgraduate Masters Loan (Home students only) and scholarships for Home and International students. Discover more about student funding.

If you’re based in the UK and plan to visit UAL for an Open Event, check if you’re eligible for our UAL Travel Bursary. This covers the costs of mainland train or airline travel to visit UAL.

How to pay

Find out how you can pay your tuition fees.

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Entry requirements

The standard entry requirements for this course are as follows:  

  • An honours degree in a relevant design or ecology subject area
  • Or an equivalent EU/international qualification
  • And normally at least one year of professional
  • experience.

AP(E)L – Accreditation of Prior (Experiential) Learning

Exceptionally applicants who do not meet these course entry requirements may still be considered. The course team will consider each application that demonstrates additional strengths and alternative evidence. This might, for example, be demonstrated by: 

  • Related academic or work experience 
  • The quality of the personal statement 
  • A strong academic or other professional reference 
  • Or a combination of these factors. 

Each application will be considered on its own merit but we cannot guarantee an offer in each case.

English language requirements 

IELTS level 6.5 or above, with at least 5.5 in reading, writing, listening and speaking (please check our main English language requirements webpage).

Selection criteria

The course seeks to recruit students from diverse socio-economic and cultural backgrounds and welcomes applications from mature students and midcareer professionals. We select applicants according to potential and current ability in the following areas:

  • Personal and professional aspirations are compatible with the aims and objectives of MA Regenerative Design (interview, personal statement)
  • Evidence of your ecological and civic commitment to planet justice and social equity, both as practice and as a citizen of Earth (interview, personal statement, proposal)
  • Awareness of and /or prior engagement with creative possibilities and critical dimensions of regenerative practice (interview, personal statement) 
  • Independence and the capacity to carry out self-directed Master’s level projects (interview, proposal)
  • A commitment to experimenting with and exploring new regenerative approaches, schools of thought, and the ability to critically discuss and engage with global and local regenerative issues relevant to your creative or scientific practice (interview, personal statement)

Information for disabled applicants

UAL is committed to achieving inclusion and equality for disabled students. This includes students who have:

     
  • Dyslexia or another Specific Learning Difference
  • A sensory impairment
  • A physical impairment
  • A long-term health or mental health condition
  • Autism
  • Another long-term condition which has an impact on your day-to-day life

Our Disability Service arranges adjustments and support for disabled applicants and students.

Read our Disability and dyslexia: applying for a course and joining UAL information.

How to apply

Follow this step-by-step guide to apply for this course

Step 1: Initial application

For a general guide to applying to our courses, read our postgraduate application advice.

You will need to submit an initial application including your personal statement, CV and study proposal.

Personal statement advice

Your personal statement should be maximum 500 words and include:

  • your reasons for choosing the course and interest in regenerative design
  • your current creative practice and what you would like to develop, challenge or change through your studies
  • your background and what experiences have shaped you
  • what regenerative design means to you.
  • the kinds of places, systems, communities, ecologies or practices you are interested in.

Visit our personal statement page for more advice.

CV advice

Please provide a CV detailing your education, qualifications and any relevant work or voluntary experience. If you have any web projects or other media that you would like to share, please include links in your CV. If English is not your first language, please also include your most recent English language test score.

Study proposal advice

Please provide a summary of your study proposal (500 words). This should show an area of interest that you would like to explore during the course.

Please provide this as a PDF with 1 page of text and up to 4 pages of images, drawings, photographs or other visual material.

Your study proposal should include:

  1. A brief description of what you plan to focus on for your major project. This can be based on an issue, question, place, practice or potential project.
  2. Tell us about the situated context you would like to work with or learn from. For example, a particular place, landscape, community, organisation, material, ecosystem, industry, practice or set of relationships.
  3. References to any sources that have influenced your thinking, such as projects, practices, research, writers, scientists, designers, artists, communities.
  4. Explain how this interest connects to your previous experience and where you hope it might take you in the future.

We are looking for evidence of curiosity, critical thinking, ambition and an interest in creating regenerative change.

Please note, your proposal serves to inform your application and we understand that your ideas will develop and change throughout your studies.

Step 2: Interview

You may be invited to an interview following our review of your application. All interviews are held online and last 15 to 20 minutes.

For top tips, see our Interview advice.

Final step: After you apply

Find out how we'll communicate with you and see what happens after you apply.

Apply now

Application deadline

Deadline

Round 1:

1 December 2026, 1pm (GMT)

Round 2:

17 February 2027, 1pm (GMT)

Decision outcome

Round 1:

12 March 2027

Round 2:

7 May 2027

Round 1
Round 2
Deadline
1 December 2026, 1pm (GMT)
17 February 2027, 1pm (GMT)
Decision outcome
12 March 2027
7 May 2027

We have 2 rounds of deadlines for postgraduate courses: one in December and one in February. If there are still places available after 17 February, this course will remain open to applications until all places are full.

Read more about deadlines

Apply to UAL

Start your application

Apply now

Application deadline

Deadline

Round 1:

1 December 2026, 1pm (GMT)

Round 2:

17 February 2027, 1pm (GMT)

Decision outcome

Round 1:

12 March 2027

Round 2:

7 May 2027

Round 1
Round 2
Deadline
1 December 2026, 1pm (GMT)
17 February 2027, 1pm (GMT)
Decision outcome
12 March 2027
7 May 2027

We have 2 rounds of deadlines for postgraduate courses: one in December and one in February. If there are still places available after 17 February, this course will remain open to applications until all places are full.

Read more about deadlines

Apply to UAL

Start your application
or

Apply with a UAL Representative

Based across the world, our local UAL representatives can support you with your application from your home country. Check to see if there is a representative available in your country currently.

Find your representative

Alumni

Central Saint Martins

Contact

Telephone

+44 (0)20 7514 7444

Address

1 Granary Square
King's Cross
London
N1C 4AA