Abstract
The pandemic has created challenges in all sectors of the economy and education.Traditionalteachingapproaches seemfutile in the new context, thus the need to constantly reinvent thedelivery tomeet the fast-paced changes in the education domain. Hence, Design Thinking (DT)is analternative approachthat might be useful in the given context. DT is known to be a human-centric approachtoinnovativeproblem-solving processes.DT could beemployed in the delivery process to develop twenty-first-century skills and enhance creativity andinnovation, inan attempt to identify alternative solutions.The studyexploresthe role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers.It enhancesandfacilitatesinnovative content delivery byleveraging creativity. The studytargeted131teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data wasanalyzed usingSmartPLStoestablishrelationships between DT and Innovative Delivery in schools.The data was further analyzedto seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The studyestablisheda framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this studywill help fillthe gap towards creatinganinteresting method of delivery in schoolsandconstantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers'ability to innovatively deliver content to students.
Highlights
15 Sep 2021 report report report report reportAny reports and responses or comments on the article can be found at the end of the article
Is there any previous research that discusses something similar? And what is the novelty of this research? Explain
The study showed that the thinking process, gamifying lessons, and curriculum enhancement have positive significance for innovative delivery
Summary
Any reports and responses or comments on the article can be found at the end of the article. We posit that innovative delivery of educational content is required to ensure students can truly benefit from the learning outcomes set out in schools. We propose precursors such as having empathy, rejuvenated thinking process, curriculum enhancement and gamification of lessons that can lead to innovative delivery of lessons. DT has the potential to cultivate empathy, lead to a growth mindset (new thinking processes), and lead to curriculum enhancement in the form of gamified learning. The prototype may not necessarily be a tangible product as it could be a simulation, campaign, or mockup (this depends on the challenge at hand) This final step in DT emphasises on the importance of pitching the idea to indemnified target groups. 2. To examine if DT can lead to new forms of thinking processes, gamified lessons and curriculum enhancement, leading to innovative delivery of curriculum
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