Abstract
Design thinking (DT) has attracted a lot of attention across various disciplines because its approach and tools are often linked to creativity and innovation. While DT research is rapidly developing, the field does not offer validated instruments that assess DT skills. This study examined the factor structure, validity, and reliability of a Likert scale developed to assess the outcome of teaching DT to non-designers (Design Thinking Scale [DTS]; Royalty et al., 2014). Study 1 established a high internal consistency of the DTS and explored its factor structure with prospective teachers. A two-factor solution identified Design Dispositions and Creativity Agency dimensions of the scale. The two-factor solution was then supported by a confirmatory factor analysis in Study 2 and the DTS’ convergent and discriminant validity were examined. The DTS has promising validity and reliability and can be used for assessing DT in education majors.
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