In expanding the market reach of Aerialmovie services through information dissemination, several issues were identified with the promotional media used, resulting in the current scope of information only reaching certain clients. This study discusses the design of a website-based UI/UX as a medium for disseminating information and promotional tools for Aerialmovie. The UI/UX design on the website uses the design thinking method to identify existing problems. Qualitative and quantitative approaches are used as means of data collection. The UI/UX design is evaluated using the usability testing method, and the results show that the application of design thinking improves the UI/UX design of the Aerialmovie website because it helps to understand the target users, so that they feel more comfortable and find it easier to access the Aerialmovie website.

The design of the Blibli for Business Insight Day campaign focuses on analyzing the implementation of digital marketing strategies through a creative and strategic design approach. This study employs the STP (Segmentation, Targeting, and Positioning) framework, Design Thinking, and the Multimedia Development Life Cycle (MDLC) method to create effective B2B marketing materials. The campaign was developed through active participation, observation, interviews, and a comprehensive literature review. It aims to produce content that resonates with the target B2B audience by integrating design thinking with marketing strategies. The research highlights how the combination of design and marketing strategies helps strengthen the audience’s understanding of the value of the solution and the reliability of the product. Furthermore, the campaign supports business decision-making processes by delivering educational visual media. The primary goal of the campaign is not only to promote Apple products but also to educate companies on the operational efficiency of utilizing Apple products in their business processes, showcasing their benefits for long-term business success.

Bridging human and machine intelligence: How design thinking and generative AI capabilities drive exploratory and exploitative innovation

This study bibliometrically analyzes the evolution and structure of scientific literature on university-level business creation courses. Using the Web of Science database, 5208 articles from 1965 to 2024 were examined to identify trends, thematic clusters, and pedagogical methodologies. Results reveal exponential growth in publications post-2000, driven by competency-based education and active methodologies such as design thinking and experiential learning. Entrepreneurial self-efficacy, resilience, and the entrepreneurial mindset emerge as prominent themes, reflecting a shift from business-centered to pedagogically oriented approaches emphasizing transformative learning and sustainability. The field demonstrates increasing internationalization, albeit with geographical concentration. This study offers targeted insights for curriculum redesign, teacher training, and developing transformative entrepreneurship education programs, advocating for coherent content and method integration. • Exponential growth in publications on business creation courses post-2000. • Focus shifted from firms to pedagogy, mindset, and self-efficacy. • Research evolved from business concepts to learning and sustainability. • International growth led by China, USA, and Europe, with regional gaps. • Findings inform curricula, teacher training, and ethical entrepreneurship.

Defining problems worth solving: Design thinking practices in the problem space, data technologies, and radical innovation

Cultivating university students’ creativity and entrepreneurship: An AI-powered scenario-based design thinking approach

ABSTRACT End-User Development (EUD) empowers non-programmers to create, adapt, and extend digital tools according to their needs. Traditional research on EUD has primarily focussed on usability and efficiency, often overlooking dimensions of wellbeing and user engagement. While frameworks such as meta-design advocate for transformative potentials beyond mere usability, explicit integration of wellbeing remains insufficiently explored. To address this research gap, this paper proposes a novel conceptual methodology that focuses on wellbeing aspects in EUD components. Drawing from an wellbeing-driven design approach, we emphasise designing tangible interactive artifacts that foster positive user experiences. Building on the novel construct EUDability, we introduce an extended version called xEUDability and demonstrate how it enriches existing methodologies by integrating Design Thinking skills. This extended framework offers a robust foundation for the systematic assessment and improvement of EUD tools, prioritising sustained positive experiences and meaningful user interactions. We apply this seven-phase methodology to design a research planning tool for academic researchers, producing a prototype evaluated through an xEUDability expert review and an AttrakDiff user study, supplemented by a psychological need satisfaction assessment (BPN-TU). The evaluation indicates support across xEUDability dimensions, suggesting that the methodology can produce EUD artifacts perceived as both pragmatically useful and experientially meaningful.

PurposeThis study illustrates the use of design thinking (DT) as a structured, participatory approach to explore contemporary complex challenges in health professions admissions, including the rise of generative AI, remote interviews, and the elimination of standardized admissions tests. This work focuses on stakeholder-driven problem framing and idea generation rather than evaluating outcomes.MethodsA two-hour workshop engaged 15 purposively sampled stakeholders, including faculty, staff, application readers, and student ambassadors, in collaborative problem framing, ideation, and rapid prototyping of admissions concepts. Generative artifacts (brainstorming outputs, reflection worksheets, facilitator notes) and post-session surveys were analyzed using thematic synthesis and descriptive statistics to characterize emergent ideas and participant perspectives.Major findingsParticipants generated ideas that clustered into three major themes: interview restructuring, GenAI integration and compliance, and broadening of admissions criteria, illustrating how stakeholders reframed challenges and proposed diverse solution pathways. Survey responses reflected descriptive indicators of participant experience, suggesting the workshop supported creative problem solving (Mean 4.7 ± 0.5), idea generation (4.8 ± 0.4), and collaboration (4.4 ± 0.5).ConclusionsFindings suggest that DT offers a structured, iterative framework for stakeholder-driven idea generation and problem reframing in an evolving admissions context. The workshop demonstrates the potential of collaborative, reflective processes to surface assumptions and generate diverse perspectives to inform future exploration of admissions practices.

Smart speakers can support aging in place, yet older adults from low-income communities face barriers to adoption due to limited training and instructional materials. The current article outlines a user-centered design approach to developing and evaluating tailored video tutorials and print materials that teach smart speaker functions to low-income older adults in subsidized housing. The four-phase study involved: Phase 1, needs assessment through focus groups with residents (n = 5) and housing staff (n = 3); Phase 2, prototype development with resident co-designers (n = 2); Phase 3, pilot testing through individual interviews with users (n = 5) and non-users (n = 5); and Phase 4, evaluation of short-term effects on health and wellness. The protocol integrates design thinking, systems approach to training, and Kirkpatrick Model frameworks to ensure community-responsive development and comprehensive evaluation. This replicable protocol offers a framework for developing equitable digital learning tools for underserved older adults through community partnership and iterative user-centered design.

Whole-school physical activity (WSPA) approaches are recognised globally as a key investment for increasing children's activity levels. Their success depends on translating national policy into effective school practices through systems-level thinking and multi-stakeholder collaboration. This study aimed to use an experience-based co-design process to produce and prioritise future directions for WSPA policy, practice and research by engaging international stakeholders to identify key roles, needs, and actionable recommendations. The co-design process took place during a two-day international conference on Whole-School Physical Activity (#WSPA2024). Adopting a design thinking approach, 152 international stakeholders representing 16 countries engaged in two co-design workshops. Participants included professionals representing the policy (n = 64), practice (n = 26), or research (n = 62) sectors. Participants undertook tasks in either same stakeholder or mixed stakeholder groupings to explore and prioritise future needs for policy, practice, and research related to WSPA. All discussions were audio recorded, transcribed verbatim, and analysed using inductive thematic and content analysis. Prioritised actions were synthesised and recommendations to support the future of WSPA were drafted. Stakeholders reviewed the drafted recommendations and proposed modifications using an online questionnaire. Twenty-four recommendations (10 for policymakers, eight for practitioners, and six for researchers) to prioritise and plan for WSPA were developed. These are represented by six interlinked themes reflecting conditions for change: systems thinking, partner engagement and collaboration, equity and inclusion, evidence-based and action orientated, knowledge mobilisation, support and capacity building. WSPA approaches should be viewed as a long-term systems change agenda requiring aligned policy, adaptable practice, and innovative research. The WSPA recommendations provide a platform for multi-sector collaboration, co-production, and investment in scalable, context-sensitive solutions.

Calls for reform in undergraduate biology education, such as Vision and Change, advocate for student-centered learning that emphasizes core concepts and scientific practices. Yet, translating these calls into lasting curricular transformation remains a complex, context-dependent challenge. In this paper, we describe how our department developed and implemented a new introductory biology course sequence using a theory of change (ToC) to guide a second-order, department-wide reform effort. Our ToC was grounded in organizational and educational change theories and emphasized three core arguments: (i) starting from scratch to disrupt previous frameworks, (ii) employing a design thinking process to foster innovation and consensus, and (iii) engaging in intentional knowledge sharing to elicit faculty contributions and a shared vision. The ToC guided a vision phase in which we engaged stakeholders and developed a new conceptual framework that set broad goals for an ideal course sequence; a development phase, where we creatively brainstormed proposals without constraints until a consensus emerged; and an implementation phase, which resulted in a course sequence consisting of two unique lecture-based courses and two research-focused laboratory courses. The new structure emphasized research engagement, active learning, and integration across biological scales, aligning with both departmental values and Vision and Change principles. Ongoing communication ensured strong faculty investment and sustained implementation. Seven years after adoption, the sequence continues to receive broad support and has led to improved student satisfaction and retention. By sharing our ToC-driven approach, we offer a practical, adaptable model for departments seeking to enact meaningful, long-term change in undergraduate biology education.

The origin of architectural form can be found in primary visionaries and narrations of the creator, representing the power of human mind to imagine and to reason, relating to the figurative and narrative codes of communication. According to some philosophical theories, the initial ideas, expressed by abstracts, precede the real forms. To bring the architectural form into existence, the creator must have the ability to encode and decode the information and to convert the abstracts into forms and the narrations into visionaries. The recent rapid development of artificial intelligence raises the question of whether AI can be as creative as humans. The article presents a comparative analysis of the results of two creative sessions conducted separately with architecture students and with AI, based on the same scenario, the aim of which was to find the best architectural expression of the idea of chromatism.

From information to experience: Using design thinking to support pharmacy students preparing for multiple mini interviews.

ABSTRACT This study integrates Generative AI (GAI) and Design Thinking to improve learners’ ability to identify user needs in Enterprise Information Systems. Findings show that satisfaction and involvement are the strongest predictors of learning effectiveness, while subjective norms shape attitudes toward this pedagogy. By extending TRA and TPB, the research contributes to educational technology theory and offers a practical framework for training IT professionals to develop more user-centered, innovative, and effective information systems.

Traditional product design education emphasises visual and cognitive approaches, giving limited attention to embodied knowledge, despite the physical nature of human-product interactions. This exploratory research investigates how somatic awareness practices derived from the Feldenkrais method might complement design education. Through a five-session workshop with six master’s design students, we documented how participants experienced and integrated somatic awareness into their design thinking. Data collection included body mapping, observations, and interviews. Students reported greater awareness and attention to bodily sensations and movement quality. They described starting to use their bodies as resources for testing ideas, drawing inspiration from principles of movement, and developing critical perspectives on aesthetically focused design. This research contributes empirical documentation of how design students experience somatic awareness practices, addressing a gap in soma design education literature. The findings suggest that structured somatic awareness practices can meaningfully complement traditional design education, offering valuable insights for educators.

ABSTRACT In an era of super-complexity, where wicked problems resist straightforward solutions and the very frameworks for producing knowledge are contested, transformative learning is not a pedagogical option but a necessity. Without the capacity for systemic, transdisciplinary thinking, learners risk being overwhelmed by information complexity, susceptible to misinformation, and unable to act meaningfully on the challenges they face. This paper argues that Interactive Digital Narratives (IDNs) offer a distinctive pedagogical instrument for bridging this gap: by immersing learners in nonlinear, perspective-shifting narrative experiences, IDNs can cultivate the critical literacies and systemic sensibilities that transformative learning requires. However, realising this potential demands a principled framework for design and implementation. We introduce two connected contributions: the concept of Systemic Learning IDNs, which are narrative experiences explicitly designed to support learners in exploring complex systems, and the CLASS transdisciplinary pedagogical framework, a structured model integrating systems thinking, design thinking, and interactive storytelling to guide their creation and use. Applying CLASS to two contrasting case studies, a commercial narrative simulation and a student-developed educational prototype, we demonstrate how IDNs can be designed and deployed to foster media literacy, systemic thinking, and collaborative problem-solving across disciplinary contexts. The paper offers both conceptual grounding and practical recommendations for educators seeking to implement transformative, systems-oriented learning in an increasingly complex world.

This study reconceptualizes negotiation as a structured process of contradiction resolution by applying the Theory of Inventive Problem Solving (TRIZ) to the analysis of strategic negotiation behavior. Negotiation theory has developed both rich descriptive accounts of psychological and behavioral dynamics and prescriptive frameworks for rational decision-making, yet the systematic creative transformation of constraint sets—how negotiators redesign the problem space rather than merely optimize within it—remains undertheorized. We argue that many core negotiation dilemmas constitute physical contradictions in the TRIZ sense: situations in which a single system must simultaneously satisfy opposing requirements. The study applies TRIZ’s four separation principles—time, space, condition, and whole–part separation—to these contradictions and develops a mapping procedure linking contradiction identification to separation principles, inventive principles, and observable tactics. Ten negotiation tactics drawn from the extensively documented public record of Donald J. Trump's business and political negotiations serve as an empirical illustration in a theory-building case study design, selected as an extreme case that renders structural patterns maximally visible. We situate TRIZ within the broader landscape of creative problem-solving frameworks—including brainstorming, lateral thinking, Design Thinking, and SCAMPER—and argue for its distinctive suitability due to its contradiction-specific, algorithmic structure. The proposed framework, termed Negotiation Engineering, integrates the precision of engineering design with the behavioral complexity of negotiation, offering implications for negotiation theory, pedagogy, and AI-assisted decision support. Limitations of the single-case design and the partial applicability of TRIZ to non-formalizable negotiation dimensions are explicitly acknowledged.

Concerns about the declining relevance of academic research overlook the significant role that scholars have played in developing both the process and key concepts behind one of the most well-known approaches used to teach entrepreneurship and innovation today: Design thinking. This study traces the foundational academic texts that led to the creation of key concepts in practitioner-oriented discussions of design thinking, and examines the obstacles that slowed their diffusion across both academic disciplines and practitioner settings. To do so, we focus on three distinct types of concepts: mindset concepts (i.e., those spanning multiple stages, such as assumption surfacing, collaboration, empathy, and visualization), ideation concepts (e.g., idea volume, deferred judgment, and divergent thinking), and the creative process. We explore the implications of the historical evolution of design thinking for ensuring that scholarly contributions to practice do not go unknown or unrecognized within academia, and conclude by offering a set of recommendations concerning how the incentives might be altered to make room for closer collaboration between science and practice.

Designing a developmentally supportive middle school environment: A small-scale mixed methods study.

Linguistic barriers create challenges in delivering effective healthcare, particularly in emergency medicine (EM) where miscommunication has dire consequences. A unique partnership of undergraduate students and EM faculty used design thinking to identify innovative solutions to improve provider understanding of the effects of those barriers on patient care. Empathy interviews with patients and providers evaluated contrasts in patient care between language concordant and discordant encounters, directing development and implementation of a preferred-language role-reversal simulation exercise. This novel exercise was an effective tool to provide education and experience on the care of language-discordant patients. Evaluation exposed lack of confidence in available options and need for technology and resources to help alleviate barriers when traditional avenues for communication fail. Easily adaptable, simulation is useful to explore the impact of language on patient experience. This study highlights the need for further efforts to address quality of patient care when language barriers are present.