Inspiring Innovation through Design Thinking: Lessons from a Graduate-Level Course Offered during the Pandemic in Pakistan

Abstract

There is a consensus that in a world impacted by COVID-19, the relationship between education and technology must be re-considered. Design Thinking has been an effective technique for fostering innovative thinking. Theis paper discusses the application of Design Thinking as a pedagogical innovation at the Aga Khan University Institute for Educational Development Pakistan in a graduate-level online course for teachers. Participants were invited to learn about the Design Thinking process and technology integration by engaging in a Design Thinking process to identify a problem and develop ideas needed in their professional teaching contexts. Data were analysed using an autoethnographic approach to determine the effectiveness of Design Thinking in inspiring innovations in education. Design Thinking was a novel approach for the participants, and many stated they will include it in their work in the future. The participants' design problems were related to evaluation, learner engagement, and online and technology-enhanced learning ethics. The empathy stage helped in a deeper understanding of taken-for-granted teaching issues. The process encouraged participation and voice, particularly among the female participants. Teacher education must adapt to encourage innovations in classrooms. Educators in similar contexts may find the lessons valuable.