I believe fostering creativity starts with hands-on making, yet education often fails to connect theoretical knowledge with real-world application. I aim to change this by designing user-friendly, budget-friendly, and modular tools that simplify complex tasks. This drive stems from my own struggles with inaccessible resources hindering progress. For instance, in my B3.1 project on teaching soft electronics, I identified the lack of clear tutorials as a barrier and developed guides that emphasized general methodologies over specific use cases, sparking curiosity rather than mere replication. As a designer, I see myself as the engine that merges streamlined DIY processes with accessible, adaptable tools.

Albert Szabo Design

Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory
Bright living room with modern inventory

my professional identity

my vision

How do you make a maker? You make a maker by making them make stuff right?

I see that the current mentality of the world concerning the general population is not focusing on making people more creative and hands-on which I believe starts early on in their education, when often pupils cannot make the connection between the facts learned at school and their implementation in real life. This, I want to change for my ideal world is where most people have a better understanding of life skills and a well-rounded capability of implementing the knowledge learnt at school and other education into real life.

I want to foster this by creating user friendly and streamlined processes for seemingly complicated tasks and by facilitating budget-friendly multi-faceted and modular tools for multiple tasks at once. This strife has originated from observing myself when being stumped in my progress from lack of explanation or accessible good quality resources.

To give an example of such a mindset being applied, in my B3.1. project I was involved in finding a solution for teaching soft electronics to university students. I identified that the greatest impediment of its consistent and novel exploration was the lack of good explanatory resources online and not the absence of accessible methodologies to achieve different results. I then set out on an iterative journey of finding different solutions to overcome this barrier between students and knowledge. This journey has landed on creating tutorials focusing on a general method of implementation rather than a specific use case in arts and crafts projects. This slight change in the content provided would in fact prompt a curiosity of trying new combinations instead of copying the already existing methods.

To summarize as a designer I position myself as the creative motor that brings together streamlined DIY processes with accessible and developable tooling.

As a designer, I am an inherently curious creature, drawn to exploring the unknown and uncovering unconventional connections through embodied design. I approach problems from unexpected perspectives—solving engineering challenges through an artist’s lens or tackling social design issues like generational emotion expression by embodying a poet. These experiments reveal hidden connections often overlooked in traditional design. I focus on addressing root causes rather than symptoms, preventing half-solved problems from creating new ones.

A true generalist, I strive to know a bit of everything and master competencies I find useful. I gravitate toward projects with a business dimension, believing that a brilliant idea without implementation is just a dream. Early stakeholder involvement is key to aligning expectations, and I prioritize efficiency—both mine and the client’s—through strong communication and quick rapport.

Opportunistic yet methodical, I actively seek collaborations that align with my values while planning my main endeavors a year in advance. This strategy has allowed me to consciously explore industrial design in different contexts—securing a corporate internship in my first year, delving into project management in my second, and balancing academic research with entrepreneurship in my third.

While I recognize my strengths, I also work on my weaknesses. I tend to take on too much and am developing a prioritization framework to refine my focus. My motivation is strongly influenced by my environment, so I constantly test new methods to push projects forward and avoid stagnation.

In short, I am a curious, opportunistic yet strategic generalist designer, passionate about solving problems at their root.