The Terminology Commission of the Latvian Academy of Sciences has come to a conclusion regarding the use of the term 'design' in the context of education, opting instead for the terms 'plānojums' (planning) and 'plānošana' (planning). This recommendation emerged from discussions focused on accurately describing the learning process, specifically regarding how students acquire knowledge and how learning is organized. There was a consensus among members that the English term 'design' often extends the conceptual boundaries, imparting meanings that are already covered by existing terms in the Latvian language. Thus, the commission aims to clarify the educational vocabulary used in Latvian classrooms.

Discussions emphasized that in many instances, 'design' obscurely pertains to the planning of the educational process, including the structuring of lessons and how students engage with the respective content. The commission highlighted potential issues with the current popularity of the term, cautioning that it tends to become a fashion term that replaces previously clear designations. This illustrates the linguistic tension between adopting international terminologies and maintaining clear and precise local definitions that serve the educational framework more effectively.

The committee also touched on whether the focus should lean more toward teaching strategies or the learning experiences of students. This conversation is critical as it shapes how educators and students interact within the academic sector and influences future discussions about educational terminology. By emphasizing planning over design, the commission aims to foster a more accurate language that benefits educational stakeholders in Latvia, ensuring that the learning process is communicated effectively and understood correctly by all parties involved.