DESIGN THINKING AS A TOOL TO THE TEACHING OF CHILDREN, AND TEACHERS IN THE 21st CENTURY

Abstract

Children become more motivated to learn when what is presented to them reflects or simulates their own reality, providing a sense of authenticity to education. This article aims to analyse which studies have already been carried out in the scope of the use and teaching of Design Thinking for children in the school environment. In order to achieve this aim, a descriptive exploratory research was conducted, based on the integrative literature review, with the Scopus and Web of Science platforms as the basis. It was noticed that Design Thinking is a valuable tool for the empowerment of children and adolescents, as it stimulates empathy, communication, creativity, and the ability to analyse and solve problems. One point that should be drawn from the articles is that there is few formally structured materials on the use of Design Thinking as a pedagogical practice, which can hinder its more accelerated dissemination. Finally, although interventions are centred on children and adolescents, educators need to realize that they are the primary factor for transformation, through their involvement, dedication, and attitude. Therefore, they need to be qualified, aware of their role as facilitators, guiding in this collaborative journey of critical thinking, and problem-solving in an innovative and future-oriented way.

Effect of Metacognitive Instructional Techniques on Students’ Achievement and Interest in Basic Science and Technology

“…Pusca & Northwood (2018) stated that design-thinking was used as a human-centered, open-ended problem-based approach to transform the way teaching and learning is conducted in education, and to solve the different challenges that instructors and students are facing in the context of digital learning and of outcome-based curriculum. Design-thinking has been proven to be useful in tackling complex problems that are ill-defined or unknown (Fabiano, et al 2021).…”