The Impact of Design Thinking on Problem Solving and Teamwork Mindset in A Flipped Classroom

Global opportunities in steam-related employment have contributed to the need for students to engage in developing skills of critical thinking, collaboration and problem solving. This need aligns well with Design Thinking, where students are encouraged to address big picture problem solving (Ideaco, 2013). Student engagement is strongly linked to achievement. It has long been the focus of educational researchers and is of increasing importance as educators grapple with preparing students for an emerging future (Fredricks et al., 2004). This research evaluates the impact of steam learning and Design Thinking on student engagement. The participants were a focus group of Year 4 students, plus students and teachers (Years 0–6), in a junior school environment. The findings of this project suggest that steam learning provides an excellent platform for students to use Design Thinking, be creative and feel successfully engaged in their learning. Furthermore, many students found collaboratively constructing learning in a personalised way using digital tools was very engaging.

This article focuses on how organizations measure the impact of design thinking. The results are based on a quantitative survey that is complemented by qualitative interviews with experienced design thinkers. Even though a majority of respondents perceive some kind of impact, only a minority has tried to determine the impact in some way. Those who do not evaluate the impact, often do not know how or lack the necessary resources. The metrics of those who do measure design thinking’s impact vary considerably, but customer feedback and satisfaction is a recurring theme. We propose that the traditional means of performance measurements are often ill-suited for evaluating the impact of design thinking. We conclude with a promising industry example of how traditional measures can be used to gauge overall performance and how a story-based approach can capture the role of design thinking.

Design thinking has recently been the subject of considerable attention from academics and practitioners. In management discourse, design thinking is a creative and human‐centred problem‐solving approach based on designers’ practices, used mainly in the pursuit of product, service and process innovation. Despite being increasingly promoted and adopted as an approach to innovation, we know little about whether and how design thinking influences firm performance. Drawing upon the resource‐based view of the firm and dynamic capability theory, this paper answers these questions via a two‐study approach in the context of R&D. Study 1 explores the perceived performance impact of design thinking in a descriptive way. Study 2 investigates the mediating role of organizational innovative capability in design thinking and organizational innovative performance relationship. The results from these two studies shed light on design thinking’s performance impact. In addition, they add evidentiary support to the contention that design‐thinking practices applied in R&D help develop organizational innovative capability, which in turn increases organizational innovative performance. This research adds welcome evidentiary support to the contention that design thinking practices, applied in R&D, help develop organizational innovative capability, which in turn increases organizational innovative performance. Our study offers a theory‐based and actionable approach which explains the underlying mechanism through which a firm can boost its innovation performance by the adoption of design thinking.

China's vocational education strives to enhance its curriculum quality and optimize its structure to cultivate innovative talents. However, traditional approaches focus more on problem-solving than developing user-centered solutions, which may hinder innovation. This study explores the application of design thinking as the primary approach to improving the talent training model and curriculum structure in China's vocational education. Design thinking is considered to foster the development of innovative skills through a more solution-focused and user-centric approach. The study involved 46 participants at Shaoguan Technician College, Guangzhou Province, China. Participants participated in an experimental course designed to cultivate their design thinking abilities. The diary method was employed to track and record the learning process of the participants, allowing the researchers better to understand the impact of design thinking on their development. The findings show that the implementation of design thinking positively impacts the reform of the vocational education curriculum system. The new curriculum model based on design thinking significantly stimulated the participants' enthusiasm for learning. Moreover, participants improved their innovation, creativity, observation, and teamwork skills throughout the learning process. The vocational institutions in China adopt design thinking in their curricula. This is crucial for fostering talents adept at solving problems and innovating in response to real-world challenges.

Doctoral studies are changing worldwide, with growing concerns about doctoral graduates' employability and ability to develop relevant links with industrial challenges. The present study aims examine the impact of Design Thinking skills on PhD students on their future academic and professional performance. Drawing on 7 years of pedagogical experimentation, we conducted a mixed methods longitudinal study to investigate the perceptions of students who attended a two-day Design Thinking workshop. Two questionnaires, with a total of 40 items measuring the quality and course impact dimensions, were given to 415 and 41 students, respectively. Finally, 12 students were chosen for in-depth interviews to learn more about how they applied their newly acquired design thinking skills in their research and work. Our findings show that developing Design Thinking skills impacts the professional lives of students of all fields of knowledge, ages, and stages of their PhD. The primary outcomes mentioned are associated with increased creative confidence and collaboration abilities. This study focuses on relevant dimensions for designing and delivering Design Thinking skills within doctoral programmes, as well as the impact of design thinking on the quality of PhD education and student employability opportunities. Doi: 10.28991/ESJ-2023-SIED2-02 Full Text: PDF

This study investigates the impact of Design Thinking on student engagement and team dynamics within higher education, focusing on diverse undergraduate programs at UNITAR. Design Thinking, a methodology rooted in empathy, iterative learning, and problem reframing, has gained prominence as an educational tool that enhances students’ critical thinking, creativity, and collaborative skills. Using a quantitative research approach, data were collected from 342 students across programs such as psychology, business administration, and information technology. Results indicate high levels of engagement and positive perceptions of Design Thinking, with constructs like learning orientation (M = 4.35), experimentation (M = 4.24), teamwork (M = 4.20), and empathy (M = 4.16) scoring prominently. These findings suggest that Design Thinking fosters essential skills and attitudes critical for academic and professional success, supporting its integration into educational frameworks. The study contributes to the growing body of literature advocating for innovative, student-centered pedagogies that align with the demands of the modern workforce.

This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.

The emergence of millennial teacher-leaders in organizations' strategic positions has promoted a culture of vitality among contemporary educational institutions. Albeit recent research depicts them as the catalyst towards a dynamic paradigm shift, other scholars far and wide have painted a contradicting portrait of their work ethic: professionals who either lack grit or possess creative ideation. Alongside their ascent to the echelons of leadership is their subscription to one of the dominant leadership modalities that are said to be unique in a given culture and profession: Transformational Leadership. This quantitative study investigates the impacts of design thinking and grit behaviors on the derived factor dimensions of transformational leadership. It determined what is sensitive to the Filipino cultural configuration, millennial generation sensibilities, and professional distinction of educators. 240 academic supervisors from various public and private schools, colleges, and universities completed the robotfoto, Transformational Leadership Behavior Inventory, Creative Synthesis Inventory, and Short Grit Scale. Data gathered were analyzed using Exploratory Factor Analysis, Structural Equation Modelling, and Correlation Analysis. The EFA of Transformational Leadership derived two-factor dimensions, namely: Critical- and Reflexive-Synergism. Only design thinking positively impacts the evolved transformational leadership attributes (β = 0.84). The variables design thinking and grit have a weak correlation. The SEM was able to yield an emerging model with an acceptable fit (Cmin/df = 1.21, CFI = 0.99, RMSEA = 0.03). The findings could serve as a basis for policy formulation and the future direction for methodological pluralism on the phenomenon.

This study investigated the impact of the design thinking strategy on students' acquisition, learning, and maintenance of basketball and badminton skills. Using an experimental method, researchers compared two groups: an experimental group (Group A) that utilized the design thinking strategy and a control group (Group C) that used traditional teaching. The sample consisted of 58 third-year students from the Faculty of Physical Education and Sports Sciences at Al-Mustaqbal University, representing both groups. The acquisition test, prepared by the researchers, covered comprehension, interpretation, and application of concepts. It followed the same lesson sequence as the control group. Pre-existing basketball and badminton skills tests from the Hilla College curriculum were used. Statistically significant differences were found between the experimental and control groups, with the experimental group outperforming the control group in both the acquisition (p < 0.05) and maintenance tests (p < 0.05). The design thinking strategy effectively enhances the acquisition and maintenance of basketball and badminton skills compared to traditional methods. It also increases student engagement by fostering active participation, discussions, and creative problem-solving.

In the era of modern education, the integration of design thinking and artificial intelligence has emerged as a transformative force, particularly in the context of the Education 5.0-7.0, which has its peculiarities. This paper searches through the intersection of these two concepts through a philological point of view, exploring their implications, synergies, and challenges. Design thinking, with its human-centered approach to problem-solving, emphasizes empathy, creativity, and iterative ideation. Artificial intelligence, on the other hand, offers unprecedented opportunities for personalized learning, data-driven decision-making, and adaptive systems. Together, they hold immense potential to revolutionize pedagogy, curriculum development, and educational technologies. The relevance of this research is determined by investigating the integration of philological perspectives, design thinking, and artificial intelligence (AI) in the evolving educational frameworks of Education 5.0 to 7.0. By combining human-centered design with advanced AI technologies, it aims to create personalized and adaptive learning experiences, enhancing student outcomes and engagement. The study provides valuable insights for policymakers and educators on developing inclusive and effective curricula, preparing students for future challenges and careers. Additionally, it contributes to the academic discourse on educational innovation, supporting global trends towards digital transformation and interdisciplinary approaches in education. This research introduces a novel interdisciplinary framework that integrates philological insights with design thinking and artificial intelligence (AI) within the context of Education 5.0 to 7.0. It pioneers the examination of linguistic and cultural dimensions in design thinking methodologies enhanced by AI, offering new perspectives on creating personalized, adaptive learning experiences. By bridging the gap between human-centered design and intelligent systems, the study proposes innovative approaches to curriculum development and pedagogy, setting a foundation for future educational innovations and contributing to the evolving academic discourse on educational technology and methodology. Drawing on insights from philology, the study of language in historical and literary contexts, this paper this article aims to explore how design thinking and artificial intelligence intersect with language acquisition, textual analysis, and cultural interpretation in education. It investigates the role of language in shaping learning environments, communication strategies, and knowledge dissemination processes in the digital age. Furthermore, it explores the ethical considerations inherent in the use of artificial intelligence in education, particularly regarding data privacy, algorithmic bias, and the preservation of linguistic diversity. It advocates for a nuanced understanding of the cultural and social dimensions of language within educational AI systems, promoting inclusivity, equity, and ethical literacy. The methodology involves a comprehensive literature review on cognitive differences, contextual elements, and recent innovations in education, academic papers, books, and articles on philology, design thinking, AI in education, and the evolution of Education 5.0 to 7.0. The analysis and practical implementation of the case studies from educational institutions implementing AI and design thinking methodologies. The ultimate goal is to contribute valuable insights to guide educational institutions in adapting to the 21st-century landscape and fostering inclusive and impactful effective learning environments. Thus, we use such methods of qualitative analysis as thematic analysis for dentifying common themes and insights from literature and case studies regarding the integration of philology, design thinking, and AI in education, content analysis for analyzing curriculum documents and educational artifacts to assess the presence and impact of design thinking and AI elements. Moreover, we use case studies of students who have successfully integrated AI and design thinking while learning foreign language, detailed examination of their implementation processes, challenges, and outcomes. Through a multidisciplinary approach that bridges education, design, artificial intelligence, and philology, this paper seeks to inform educators, researchers, and policymakers about the transformative potential of integrating design thinking and AI in education. By embracing philological perspectives, it aims to foster critical inquiry, interdisciplinary collaboration, and human-centered innovation in the Education 5.0-7.0 era.

Understanding the impact of Design Thinking in organizations is fundamental for fostering its dissemination and development. This chapter thus deals with the assessment of Design Thinking impact in organizations. Providing an overview of the concept of “impact” and reviewing existing models of impact measurement, we derive important criteria for assessing the impact of DT. Moreover, the chapter presents an overview of existing research in the fields of DT and design while showing the lack of a proper framework currently in place. Synthesizing these streams, it proposes foundations for the impact assessment of DT in organizations.

:Design Thinking (DT) has emerged as a key methodology in problem-solving and innovation across diverse sectors, including business, education, and healthcare. This research paper explores the core principles of Design Thinking, its stages, and its impact on fostering creativity and human-centered solutions. Through a review of existing literature, case studies, and practical applications, this paper delves into how Design Thinking drives innovation by embracing empathy, experimentation, and collaboration. It also examines the challenges and limitations of Design Thinking, offering insights into future research and practices.

Purpose: The aim of the article is to analyze the application of Design Thinking in agile organizations in the context of sustainable development. The study focuses on identifying the determinants of the effective implementation of this approach and assessing its impact on the adaptability, innovation and long-term effectiveness of the organization. Design/methodology/approach: The study used a survey method, based on a survey questionnaire conducted among 303 respondents. The results were subjected to multiple correspondence analysis (MCA) to identify the relationships between key aspects of Design Thinking and their impact on the functioning of the organization. Findings: The results indicate that Design Thinking plays an important role in agile organizations, supporting iterative processes, interdisciplinary collaboration, and a flexible approach to changing conditions. The highest ratings were given to aspects related to prototyping, iterative process improvement, and rapid identification of problems and needs. Research limitations/implications: The study is based on a survey conducted on a sample of 303 respondents, which limits the possibility of full generalization of the results. Multiple correspondence analysis identifies relationships between variables but does not determine cause-effect relationships. The lack of analysis of the long-term impact of Design Thinking indicates the need for longitudinal studies and extension of the analysis to different sectors. Practical implications: The use of Design Thinking in agile organizations can contribute to more effective innovation management, better alignment of strategies with stakeholder needs, and implementation of practices consistent with the principles of sustainable development. The research results can be the basis for recommendations for organizations striving to increase their adaptive capacity and optimize management processes. Social implications: Implementation of Design Thinking supports creation of more inclusive and socially responsible solutions, adapted to real needs of users. Interdisciplinary cooperation and creative approach support building business models that take into account sustainable development and positive impact on the environment. Originality/value: The article provides empirical evidence for the importance of Design Thinking in agile organizations, emphasizing its impact on sustainable development and long- term effectiveness. The use of MCA analysis allows for a detailed determination of the relationships between the key elements of this approach, which is a significant contribution to the development of research on innovative management methods. Keywords: Design Thinking, agile organizations, sustainable development, questionnaire, efficiency. Category of the paper: research paper.

This study focuses on role of design thinking in product development in automotive industry. It explores the implementation and effectiveness of design thinking methodologies within the automotive industry, focusing on insights gathered from telephonic interviews with experienced professionals from leading companies such as Toyota, Bosch, and Volvo. The findings reveal a positive trend in the familiarity and application of design thinking principles among respondents, with 39% expressing they are very familiar with its concepts. However, the integration of design thinking into product development processes varies, with only 12% indicating full integration. A significant portion (26%) reported minimal application, highlighting challenges such as organizational resistance, a lack of training, resource constraints, and scepticism regarding its effectiveness. Despite these barriers, a strong consensus emerged regarding the role of design thinking in fostering innovation, with 88% of respondents rating its effectiveness as either effective or very effective. Additionally, 89% agreed that design thinking is an essential creative problem-solving tool applicable in most situations. These results underscore the potential of design thinking to enhance organizational success in the automotive sector, while also emphasizing the need for targeted strategies, including education, incremental integration, and leadership support, to overcome existing challenges and maximize its benefits. The study contributes to the growing body of literature on customer engagement and innovation by highlighting the multifaceted nature and significant impact of design thinking in product development.

Design thinking is an interdisciplinary problem-solving approach that combines user-centered focus, challenge framing, visual thinking, experimental methods, and cross-functional collaboration. It has always been regarded as an important means to improve corporate sustainable innovation capabilities and team performance. However, its effectiveness is a controversial topic, with some proponents praising its ability to solve systemic problems while others question its applicability within traditional business processes and its impact on sustainable innovation success. Because of its exploratory nature, there is currently a lack of quantitative empirical research on its impact. Therefore, this study takes Huawei’s electric vehicle R&D sustainable innovation project as an example to explore the impact of design thinking on corporate sustainable innovation capabilities and team performance by analyzing the relationship between design thinking and team empowerment. The study included hypotheses, semi-structured qualitative interviews, quantitative questionnaire data, and structured equation model analysis. This study reveals the mechanism by which design thinking operates in industrial enterprises. There is a positive correlation between design thinking practice and team performance in sustainable innovation projects. Moreover, through the regulation of design thinking, team performance can be strengthened. However, the applicability of design thinking in highly sustainable innovation environments needs further research. In summary, this study provides fundamental insights into the complex relationships between design thinking, corporate sustainable innovation, and team performance, and provides direction for future research.