Abstract
ABSTRACT Design Thinking (DT) has become an increasingly popular tool in higher education. However, more empirical evidence is needed to support its effectiveness in predicting industry skills and its application to online learning environments. With these limitations, this study employs a quasi-experimental sequential explanatory design on the case of 272 tourism and hospitality students to explain whether and how DT enhances learners’ intercultural competence. The findings revealed that DT interventions of empathizing, defining, ideating, prototyping, testing and developing empathy, problem-solving, and collaboration influence intercultural competence. As an implication for pedagogy, this study proposes integrating DT activities in blended learning setups to enhance learners’ intercultural skills and develop their competitiveness in the highly globalized service industry.
Published Version
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