Overcoming polarisation

Abstract

This graduation project explores how polarisation is perceived among adolescents (16–25) in relation to their online environments, and how design can help reduce social media’s reinforcing effects. Polarisation is not simply about differences in opinion, but about growing emotional distance between groups. Research shows that while opinions themselves have not necessarily moved further apart, negative feelings towards others have intensified. At the same time, social media platforms amplify emotionally charged and extreme content through algorithmic systems, reinforcing existing beliefs while limiting opportunities for reflection. This project aims to understand how adolescents experience polarisation and how design can create space for awareness of online influences.
To address this complex societal problem, the project combines a systemic design perspective with co-creation and research-through-design methods. The research began with a literature study, expert interviews, and field observations to understand polarisation across societal, social, and individual levels. These insights were translated into clusters, a system map, and a central dilemma between freedom and safety within off- and online environments.
To incorporate youth perspectives, this dilemma was explored through creative sessions with adolescents, where their experiences and interpretations shaped the project direction. A key tension that emerged is the paradox between freedom and influence in online environments: adolescents experience social media as a space for self-expression, while being subtly shaped by algorithmic systems they are often unaware of. Although these systems strongly filter content, their influence is frequently underestimated. This creates an environment in which adolescents feel in control, while their views are continuously reinforced, limiting exposure to diverse perspectives and opportunities for reflection.
Based on these insights, the project resulted in a workshop that makes algorithmic influence tangible and open for reflection. Participants are exposed to “donated” social media feeds, allowing them to step outside their own personalised bubble. By experiencing these feeds and mapping their emotional responses, they become aware of how content affects them and how perspectives differ. This process encourages reflection on both the emotional impact of content and their own role within these dynamics. Rather than aiming to change opinions, the workshop focuses on fostering awareness and opening space for dialogue about polarisation as a shared experience.
The workshop was iteratively developed and evaluated through multiple testing moments with adolescents and experts. Evaluations show that the format is engaging and accessible, and effectively encourages reflection. Experiencing different feeds was particularly impactful, as it made clear how algorithms shape different worldviews. However, while the workshop raises awareness, its long-term impact on behaviour and sustained attitude change requires further development.
Overall, this project demonstrates that polarisation among adolescents is a complex and systemic issue. It highlights the role of online environments, showing how algorithmic systems reinforce polarising dynamics in subtle but powerful ways. Addressing this requires supporting awareness, reflection, and dialogue about the mechanisms that shape what adolescents see and experience online. At the same time, polarisation extends beyond the online context, requiring broader societal action.