My name is Albert, someone originating from both Romania and Hungary. Who am I in short? I’m a curious and strategic generalist designer who solves root problems by bridging creativity, business, and education. I create accessible, hands-on tools and processes that empower others to turn knowledge into action. My work connects disciplines, streamlines complexity, and sparks independent making through various methods ranging from purely technological to behavioral change.
L. Albert Szabo
my professional identity
my vision
How do you make a maker? You make a maker by encouraging them to create.
I believe that the current mindset of society does not do enough to nurture creativity and hands-on skills, especially during early education. Too often, students are unable to see the connection between what they learn in school and how that knowledge applies in real life. [1] I want to change this. My ideal world is one in which people develop a strong understanding of practical life skills and can confidently apply their knowledge in everyday situations.
To support this vision, I focus on designing user-friendly and efficient processes that simplify complex tasks. I aim to deliver affordable, versatile solutions to the right users. This motivation stems from my own experience of being held back by unclear explanations and a lack of accessible, high-quality resources during my learning journey. [2]
A concrete example of this approach can be found in my B3.1 project, where I explored how to teach soft electronics to university students. I discovered that the main barrier was not the availability of methods, but the lack of clear and engaging instructional content. In response, I developed tutorials that focused on general implementation techniques rather than specific craft projects. This shift encouraged students to explore new combinations and approaches, rather than simply replicate existing work.
In summary, I position myself as a designer who brings together accessible tools and intuitive do-it-yourself processes. My goal is to empower more people to become confident and capable makers.
As a designer, I am driven by curiosity and a desire to explore the unknown. I use embodied design to uncover unconventional connections and approach problems from unexpected angles. By drawing on methods and insights from various industries (seen in my projects), I uncover hidden links that are often missed in traditional design. My focus is always on addressing root causes rather than surface-level symptoms, aiming to solve problems fully rather than temporarily. [3]
I consider myself a generalist who enjoys learning across disciplines and mastering skills that prove valuable. I am especially drawn to projects with a business component, as I believe that a great idea only matters if it can be effectively implemented. In my work, I emphasize early stakeholder involvement to align expectations and make collaboration efficient through clear communication and fast relationship-building.
I combine a methodical mindset with a readiness to seize new opportunities. While I plan major goals a year in advance, I stay open to meaningful collaborations that reflect my values. This approach has led me to explore industrial design from multiple perspectives. In my first year, I secured a corporate internship, followed by a deep dive into project management in my second year, and finally balanced academic research with entrepreneurship in my third.
Although I am aware of my strengths, I continuously work on my weaknesses. I tend to take on too much at once, so I am developing a framework to better prioritize and stay focused. Since my motivation is strongly shaped by my environment, I experiment with different strategies to maintain momentum and avoid creative stagnation.
In essence, I am a curious and strategic generalist, passionate about solving meaningful problems at their core.
[1] OECD (2018), “The Future of Education and Skills: Education 2030”, OECD Education Policy Perspectives, No. 98, OECD Publishing, Paris, https://doi.org/10.1787/54ac7020-en.
[2] Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
[3] Gonen, Esra. (2019). Tim Brown, Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation (2009). Markets, Globalization & Development Review. 04. 10.23860/MGDR-2019-04-02-08.
All background photos are sourced from the Hostinger image library. Everything else is from me.
AI Statement: ChatGPT 4o was used as a tool to reformulate and improve the conciseness of the written content. No AI image generation was done nor was it used for any other purpose during the making of this portfolio.