Design Thinking in Education: Perspectives, Opportunities and Challenges

Abstract

The article discusses design thinking as a process and mindset for collaboratively finding solutions for wicked problems in a variety of educational settings. Through a systematic literature review the article organizes case studies, reports, theoretical reflections, and other scholarly work to enhance our understanding of the purposes, contexts, benefits, limitations, affordances, constraints, effects and outcomes of design thinking in education. Specifically, the review pursues four questions: (1) What are the characteristics of design thinking that make it particularly fruitful for education? (2) How is design thinking applied in different educational settings? (3) What tools, techniques and methods are characteristic for design thinking? (4) What are the limitations or negative effects of design thinking? The goal of the article is to describe the current knowledge base to gain an improved understanding of the role of design thinking in education, to enhance research communication and discussion of best practice approaches and to chart immediate avenues for research and practice.

A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome

“…Alongside the expansive growth of DT as a practice within and outside of higher education, academic and non-academic publications on DT have flooded the system over the past decade (Panke, 2019). For example, Royalty et al (2014) conducted a study with d.school students from three courses (Introduction to Design Methodology; Design and Society; and an education focused course) using the Creative Agency Scale and reported gains in students' creative confidence by the end of the semester.…”

Entrepreneurial Design Thinking Course at Secondary School in Nepal: Contextual Prospects and Challenges

“…It becomes important to draw a thin line between teaching design thinking and embedding design thinking in educational settings (Panke, 2019). Only when design thinking is treated as a classroom culture rather than just an action, will design thinking to be able to revolutionize the way teachers and students think about creative problem solving, failure, and teamwork (Lahey, 2017).…”

Design Thinking for Challenges and Change in K–12 and Teacher Education

“…However, although the interest is growing (Panke, 2019), there is a lack of studies that critically review the latest research on Design Thinking in K–12 education or studies that reflect the actual educational methods used by teachers to foster creativity (Lor, 2017). Much of the research in design thinking in K–12 is focused on the learner experience rather than teachers’ experiences or broader institutional impact (Hennessey & Mueller, 2020).…”