Abstract
This article shares experiences of embedding strategic design into graduate education including learners’ feedback, and focus group outcomes. The goal of policy education in graduate school is to engage and inspire learners to critically think and problem-solve. Modern-day problems continuously challenge the status quo of conventional thinking and require a unique approach to tackling them. Strategic design, as a model, provides a framework to tackle challenging issues across multiple sectors by applying the ASK, TRY, and DO approach. It is anticipated that the learnings of this study inspire more educators to adopt and incorporate strategic design into their curriculum. In addition, educators could embed these findings into their learning environments as part of the quest for innovation in Public Policy and Interdisciplinary Studies.
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