Design education increasingly unfolds through digital files: screenshots, photographs, scans, 3D visualisations, and compiled PDFs that help students evidence process, reflect, and communicate decisions. This chapter approaches ‘data heaviness’ not as a student failing, but as a shared outcome of studio and assessment cultures – shaped by software defaults, platform expectations, cheap storage, and the desire to be careful and complete. It introduces ‘digital debris’ to describe the surplus that builds up through duplication, high-resolution capture, and long-term retention. Situating these practices within the material infrastructures of networks, devices, and data centres, the author asks what responsible design pedagogy looks like under the climate regime. The chapter proposes digital sufficiency as a positive teaching aim, framing deletion, compression, and curation as forms of care – for others, for institutions, and for ecosystems.