Exploring the transformative potential of design thinking pedagogy in hybrid setting: a case study of field exercise course, Japan

Abstract

The current research explores the transformative potential of Design Thinking (DT) pedagogy in Higher Sustainability Education (HSE) in a hybrid (mix of online and face-to-face) setting. The case study examined a Field Exercise in Sustainability Science (FESS) course, using DT pedagogy, in a HSE program at a university in Japan. The critical transformative learning experiences (i.e., signs of transformative learning) were captured to investigate whether DT pedagogy has allowed learners to challenge their perspectives and go through the transformative learning experience. The qualitative case study captures the critical transformative learning experiences by collecting students’ perspectives through semi-structured interviews, reflections, and class observations. As a result, the research successfully captured the signs of transformative learning, where each student went through multidimensional and embodied transformative experiences. Furthermore, the results show how DT as a pedagogy can support transformative learning in HSE by encouraging disorienting dilemmas, promoting reflection and discourse, fostering relationships, providing context, and offering an engaging experience. DT as a pedagogy can bring transformative learning into practice in HSE, and it can be implemented effectively using a digital or hybrid learning approach without a need for complex structural changes. The paper can provide concrete lessons for practice and curriculum development to bring transformative learning into digital teaching practice in HSE.

Nurturing Sustainability Changemakers through Transformative Learning Using Design Thinking: Evidence from an Exploratory Qualitative Study

“…To examine the research question, we conducted an exploratory single-case study with embedded cases using qualitative methods [64]. This is a valuable approach, given the limited number of existing impact studies of TL in sustainability education in the literature [39]. The aim is not for statistical generalisation but rather for analytical generalisation [64] by explaining in depth the role of transformative pedagogy in teaching sustainability, which matches well with the key strengths of qualitative methods.…”

“…Notably, the DT process as a pedagogy supports radical collaboration in diverse teams [39]. The following reflects this idea well: ".…”

“…Moore [19] asks how we can shift to TL if it is difficult, uncomfortable, and timeconsuming. DT offers a pedagogy to establish a learning environment and processes that enable TL to occur [39]. DT is a problem-solving technique emphasising empathy, creativity, and cooperation to produce innovative solutions.…”

“…DT is a structured process that helps learners transform internally and externally to become innovative problem solvers [22]. It creates an environment that shifts individuals' mindsets [35,39] and fosters creative confidence [40]. The changes in individuals are not just superficial; studies have found alterations in DT users' brain functions [41,42].…”

Building an ‘Ecosystem’ for transforming higher education teaching and learning for sustainability

“…The research findings demonstrate that integrating sustainability issues into the non-environmentally related curricula enhances interdisciplinary teaching and learning in the university. Taimur et al (2022) in their study of a Design Thinking (DT) pedagogy and HES transformation investigate students' perspectives on diverse learning experiences in a Field Exercise in a Sustainability Science Course at a university in Japan. The results show how Design Thinking pedagogy can support transformative learning without a need for complex structural changes to HSE, by encouraging disorienting dilemmas, promoting reflection and discourse, fostering relationships, providing context, and offering an engaging experience.…”