Iteration and improvement are important attributes of design, tacitly indicating that failure is also a part of the process. There are different conceptions of failure in engineering contexts than in other academic settings. Therefore, for beginning designers, these failure experiences may be perceived as mishaps, lowering confidence or interest. Given the seeming disconnect between the nature of design and the goal to foster design identities, it is important to understand experiences of failure and key elements in making failure a learning experience while designing. To map, assess, and synthesize findings related to failure experiences, a systematized literature review was conducted using the EBSCO Education Source database and conference proceedings from the American Society of Engineering Education and IEEE Frontiers in Education annual conferences. Search terms included variants of “failure” and STEM or design education. Thirty-five articles were identified with primary source investigations of failure in the classroom and included in the thematic synthesis. Key findings highlight varied interpretations of failure, even in design, student reactions to failure experiences, failure as a mechanism to uncover key concepts and promote reflection, and the importance of a safe climate for encountering failure.

迭代和改进是设计的重要属性，默认表明失败也是过程的一部分。与其他学术环境相比，工程环境中的故障​​概念有所不同。因此，对于新手设计师而言，这些失败经历可能会被视为不幸，降低了信心或兴趣。考虑到设计的本质与培养设计标识的目标之间似乎脱节，重要的是要理解失败的经历和使失败成为设计时的学习经历的关键要素。为了绘制，评估和综合与失败经历相关的发现，使用EBSCO教育资源数据库和美国工程教育学会和IEEE前沿教育年会的会议记录进行了系统的文献综述。搜索词包括“失败”和STEM或设计教育的变体。共有35篇文章是通过对课堂失败的主要来源调查确定的，并包含在主题综合中。关键发现强调了对失败的各种解释，甚至在设计上，学生对失败经历的反应，失败是发现关键概念并促进反思的一种机制，以及遇到失败的安全环境的重要性。共有35篇文章是通过对课堂失败的主要来源调查确定的，并包含在主题综合中。关键发现强调了对失败的各种解释，甚至在设计上，学生对失败经历的反应，失败是揭示关键概念并促进反思的一种机制，以及遇到失败的安全环境的重要性。共有35篇文章是通过对课堂失败的主要来源调查确定的，并包含在主题综合中。关键发现强调了对失败的各种解释，甚至在设计上，学生对失败经历的反应，失败是揭示关键概念并促进反思的一种机制，以及遇到失败的安全环境的重要性。