“…(1) Curriculum as a syllabus or outline of content to be transmitted, a body of knowledge-content and/or subjects, and effective methods of delivery; (2) Curriculum as product, education as technique with set objectives and measures of outcomes; (3) Curriculum as an active process, the interaction of teachers, students and knowledge, classroom actions and decisions, preparation and evaluation; and (4) Curriculum as praxis, developed through dynamic interaction of action and reflection, constituted through an active process of planning, acting, and evaluating that is reciprocally related and integrated into the process. Leveraging the potential of design thinking in working with curriculum and pedagogy has also been advanced by several educational scholars (Friesen, 2009;Trebell, 2009;Laurillard, 2012;Tsai et al, 2013;Friesen and Jacobsen, 2015), and also informs the connection between design thinking and curriculum as praxis in this study.…”