Abstract
This study discusses design science from a teaching and learning perspective. Predominantly targeted to information systems research, design science notwithstanding can also contribute as a pedagogical tool, which promotes innovation and problem solving in a variety of domains. However, the related literature still lacks experiences and best practices on how to position design science as an educational tool. We fill this gap by exploring the purpose and meaning of design science in higher education, with a focus on undergraduate courses. We elaborate on a process that helps educators integrating this innovative tool into their course designs. The process has been instantiated in various undergraduate courses in different domains. Based on these course instantiations, we propose a stronger position of design science education in undergraduate curricula.
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