Integrating Design Thinking Research Articles

Integrating design thinking for health promotion education.

Integrating design thinking for health promotion education.

Co-designing transport models as a heuristic planning tool.

Recently the transportation sector has witnessed several new technologically driven disruptions that have amplified the complexity of city planning and policymaking. Traditional well-established processes of decision-making in urban planning and transportation are proving insufficient to deal with this degree of complexity and uncertainty. This paper proposes an alternative approach, combining qualitative and normative urban design, with quantitative and predictive transport modelling. This requires urban designers and transport modellers to co-create goal-driven and agile transport models that act as a heuristic tool to guide planning decisions in early design stages. Heuristic modelling is informed by design optioning and vice versa in an iterative loop. A case study is presented to demonstrate how this approach is operationalized to study the impacts of automated vehicles on urban planning. Design workshops are used as a method to elicit responses from stakeholders, which are used to co-create the simulation models. This collaborative process grounds the research in real-world practice and enhances the communication of design proposals and research findings across disciplines. By integrating design thinking methods with agent-based transport simulations, this approach provides a better understanding of emergent effects in complex urban systems and improves stakeholder engagement in the planning process.This article is part of the theme issue 'Co-creating the future: participatory cities and digital governance'.

Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Human-centered systems thinking (HCST) can be seen as a promising enabler of effective Industry 5.0. This study primarily examined whether architecture students consider themselves systems thinkers and how this affects their design thinking, digital competency, and engagement in sustainable and inclusive design practices. Next, this study also examined the students’ HCST profiles, their stability, and the roles of digital competency, design thinking, motivation, and risk propensity in human-centered design. Using a person-oriented approach and cluster analysis, a sample of Polish architecture students from three universities (n = 208) was classified based on their self-perceived HCST ability. Three profiles were identified, namely high, average, and low HCST. A multivariate analysis of variance (MANOVA) revealed that the HCST profiles differed significantly in terms of design thinking and digital competencies, while multinomial logistic regression (MLR) analysis revealed that perceived intrinsic motivation predicted that students would be more likely to have a high HCST profile. MLR also revealed an undefined role of risk propensity in the context of HCST in inclusive and sustainable architecture design education. The findings indicate that it is essential to recognize and support students with low HCST throughout their education. It is also suggested to change the focus of architecture study programs to promote students’ systems thinking, and to encourage course designers to create novel and tailored technology-enhanced integrated human-centered design and systems thinking.

Utilising Design Thinking To Alleviate The Effects Of Covid-19 On Civil Servant Operations

The phenomenon of design thinking has a significant potential to form a synergistic interaction of individual abilities of leaders, managers and civil servants in the context of global challenges caused by the consequences of the COVID-19 pandemic. Against the backdrop of these issues, ensuring the effectiveness of key state institutions and organisations is of particular relevance, which, in turn, requires a detailed analysis of potential measures to counteract negative impacts. The aim of the study is to analyse the potential of design thinking in the context of developing and implementing a comprehensive mechanism for overcoming the effects of COVID-19 on the activities of civil servants. The article focuses on the functionality of design thinking in terms of civil servants’ basic professional and personal skills. The possibility of their allocation as separate indicators of the concept is considered. The structural elements of design thinking are outlined, and each of them is described in detail. The imperative for establishing a unified mechanism to address the pandemic’s existing and potential adverse consequences is clearly demonstrated. The peculiarities of integrating design thinking based on the Stanford concept into the work of civil servants in Ukrainian public institutions are described. It is assumed that implementing this goal will increase the efficiency of civil servants, forming an effective mechanism for mitigating the risks caused by the pandemic. The author identifies sustainable principles that can facilitate the operational and strategic management of team performance in the civil service. The priorities for further improvement of design thinking skills to improve the efficiency of public institutions are revealed. The specifics of the Stanford model as an effective tool for team development and management decision-making are investigated. The main principles of the mechanism for overcoming the destructive effects of COVID-19 through the introduction of design thinking technology, which helps improve public institutions’ efficiency and quality of work and create favourable conditions for team effectiveness, are analysed. The study’s results have practical value in the development, improvement and modernisation of the design thinking concept to minimise the impact of the adverse effects of the COVID-19 pandemic.

Integrating Problem-Based Learning And Design Thinking: Innovative Approaches To Enhancing Student Engagement

Design thinking is a suitable strategy for educators to implement in secondary education. However, 45% of teachers never applied in teaching and learning (T&L). One effective approach to integrating design thinking skills in learning is through problem-based learning (PBL). PBL allows secondary students to develop self-directed learning, teamwork, communication and critical thinking skills. This study aims to explore how design thinking skills can be use in PBL. In this study, Form 4 secondary students from Batu Pahat, Johore were chosen using purposive sampling using a quantitative approach with an adaption a set of questionnaires. Through the descriptive statistics analysis the results indicate majority of the samples strongly agreed PBL have helped them to work in group (5.00), PBL should be kept as part of T&L process (4.25). For design thinking samples felt in; Empathize, comfortable to deal the unsolved problems with their group (4.88), Identify, important to discuss in a group how to reframe the initial problem in order to achieve a good result (4.63), Ideate, comfortable to accept the group’s decision (4.88), Build, comfortable to create something new (4.50), Test, failure is part of learning process and learnt from the mistakes made (4.63). Overall, PBL in lessons proved to be effective, fostering students' critical thinking and teamwork skills as students adapted cognitive and social constructivism and design thinking enhancing critical thinking and teamwork of students.

Fostering STEM Learning: Exploring the Integration of Design Thinking in Islamic STEM Education

This study investigates the integration of Design Thinking in STEM education within an Islamic context, focusing on thermal packaging as a learning module. The research examines differences in STEM Interest, Design Thinking skills, and Subject Knowledge across 7th and 8th-grade students, as well as the relationships between these constructs. A quantitative approach was employed, involving 64 preparatory students from an institute of religious studies in Qatar. Participants engaged in a Design Thinking-based STEM workshop on thermal packaging, followed by a comprehensive survey assessing the three key constructs. The Independent-Samples Mann-Whitney U Test revealed no significant differences between grade levels for STEM Interest (U = 424.500, p = .434), Design Thinking skills (U = 494.000, p = .843), or Subject Knowledge (U = 469.500, p = .873). However, bivariate correlation analysis showed strong positive relationships among the constructs for both grade levels. For 7th-grade students, STEM Interest and Design Thinking Skills were strongly correlated (r = 0.856), while 8th-grade students showed a robust correlation between Design Thinking Skills and Subject Knowledge (r = 0.884). These findings suggest that integrating Design Thinking approaches in STEM education within an Islamic context can effectively enhance students' interest, skills, and knowledge simultaneously. The study highlights the potential of Design Thinking-based STEM workshops to create a synergistic learning environment that aligns with Islamic principles and values while preparing students for contemporary challenges. The research contributes to the growing body of literature on culturally responsive STEM education and provides insights for educators seeking to bridge traditional Islamic teachings with modern technological advancements.

Reframing engineering design: integrating design thinking and systems thinking in engineering education and practice to address wicked problems

The conceptualization of “engineering design”, as outlined by the Canadian Engineering Accreditation Board (CEAB), has shifted over the years, however, the gap in engineering education remains a prevailing deficiency in engineering education and practice lies in the exclusion of non-technical competencies (such as empathy, communication, innovation, and creativity) that are impeding engineers from effectively addressing complex issues. These frameworks offer a robust methodology for tackling complex, dynamic, and interconnected challenges—referred to as “wicked problems”. In addition, this paper proposes a fourth-year engineering design course that explicitly incorporates these approaches, addressing the identified gap in social competencies within engineering education. By integrating these approaches into the foundation of engineering design education, there may be an avenue to equip engineers with the skills needed to empathize with stakeholders, understand contextual landscapes and generate meaningful solutions that contribute positively to society.

Flipped online teaching of histology and embryology with design thinking: design, practice and reflection

BackgroundFlexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives.MethodsThis study is an observational research. A total of 156 undergraduate stomatology students from Jining Medical University in 2021 were selected to participate in two rounds of online flipped teaching using the design thinking EDIPT (empathy, definition, idea, prototype, and test) method. This approach was applied specifically to the chapters on the respiratory system and female reproductive system. Data collection included student questionnaires, teacher-student interviews, and exam scores. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test.ResultsAccording to the questionnaire results, the flipped classroom teaching design developed using design thinking methods received strong support from the majority of students, with nearly 80% of students providing feedback that they developed multiple abilities during the study process. The interview results indicated that teachers generally believed that using design thinking methods to understand students' real needs, define teaching problems, and devise instructional design solutions, along with testing and promptly adjusting the effectiveness through teaching practices, played a highly positive role in improving teaching and student learning outcomes. A comparison of exam scores showed a significant improvement in the exam scores of the class of 2021 stomatology students in the flipped teaching chapters compared to the class of 2020 stomatology students, and this difference was statistically significant. However, due to the limitation of the experimental chapter scope, there was no significant difference in the overall course grades.ConclusionThe study explores the application of design thinking in histology and embryology teaching, revealing its positive impact on innovative teaching strategies and students' learning experience in medical education. Online flipped teaching, developed through design thinking, proves to be an effective and flexible method that enhances student engagement and fosters autonomous learning abilities.

Connectivity in the Amazon: a proposal for a telepresence robot integrating design thinking and 3D modeling

This work aims to present a proposal for a telepresence robot for application in the Amazon region, where remote access areas are concentrated. To achieve this, an approach is employed that integrates the steps of Design Thinking, encompassing all its basic aspects, and also 3D modeling in the prototyping phase. By leveraging the region's key characteristics, the objective is to offer a regional solution focused on mobility and interaction for ease of use. In the study, the main difficulties faced by the population in the region in everyday life regarding access to healthcare were highlighted. Therefore, the importance of developing technologies aimed at addressing this need or driving studies for connectivity in the state of Amazonas is emphasized.

Cultivating Design Thinking for Sustainable Business Transformation in a VUCA World: Insights from a German Case Study

Companies around the world are facing global challenges, such as internationally interwoven crisis situations and conflicts, climate change, the effects of the COVID-19 pandemic, and technological disruptions. While the UN has developed a global agenda (namely, the SDGs) to drive sustainability, at a political and economic level, global players seem to have a rather heterogeneous understanding of the situation. How can companies successfully adapt to the resulting turbulent market environments? Design Thinking, a method for finding answers to complex and wicked problems, is experiencing a renaissance wherein it is being used not only as a tool for product innovation but also for organizational and strategic transformation. By incorporating the principles of Industry 5.0 into company visions and integrating Design Thinking and ecodesign at the level product innovation, Design Thinking can help strengthen the adaptability of companies and create sustainable innovations in these VUCA environments. However, the factors that are necessary to realize the full potential of Design Thinking for sustainable business transformation remain unclear in science. This paper presents a case study that shares key factors, including a company DNA that consists of a targeted orchestration of diversity and the company’s Love–Trust–Do mantra that, in combination, work transnationally in the company organization and can utilize the full potential of Design Thinking to foster sustainable innovation and thus strengthen the company’s resiliency in times of VUCA.

Building Empathy in Students by Developing Cyber-Physical Projects Through Design Thinking

Empathy is a fundamental aspect of human behavior through which people build civilized social and interpersonal relationships. It is related to showing empathy, understanding and support, forming effective communication, dealing with conflict and is part of those factors that contribute to building a more compassionate and humane society. Despite its innate predisposition, the development of empathy is influenced by a number of factors, including learning. Developing projects through design thinking can be an effective way to foster and cultivate it in students. Applying a human-centered method such as design thinking to the process of project work enables them to develop a deeper understanding of others, build empathy, and generate solutions that respond to real-world problems. This paper explores the possibilities for achieving this goal and presents the results of a project-based learning experience integrating design thinking

Integrating design thinking and implementation science principles in delivering a medication review service in the community pharmacy setting-An implementation testing study.

Medication review (MR) services are evidenced-based practices in which a systematic assessment of a patient's medication is conducted, primarily aiming to optimize drug therapy and minimize adverse drug events through pharmacist interventions. Although studies show that MR services are effective, the implementation of MR services in Malaysia has been challenging due to several barriers. An MR services blueprint was developed to be adapted to the Malaysian community pharmacy setting as part of tailoring strategies. Through utilizing the design thinking triple diamond model and implementation science principles, a powerful guide for healthcare researchers and stakeholders to assist with effective service implementation, this study aimed to evaluate the implementation testing and observe the effectiveness of the developed MR service blueprint. The study utilizes an effectiveness-implementation Type 3 hybrid implementation science framework conducted from May 2021 to April 2022. Employing a qualitative ethnographic approach, researchers observed pharmacy study sites during the implementation of MR services. Both qualitative and quantitative data were collected across exploration, preparation, testing, and operational phases. Implementation outcomes evaluated include phases, reach, fidelity, acceptability, as well as implementation barriers and strategies. MR intervention outcomes included service characteristics and the number and type of drug-related problems and interventions offered. 17 community pharmacists were invited to pilot the MR service blueprint for six months in their setting. Of this, 78.5% (n = 11) of the pharmacies reached the testing phase, and 36% (n = 4) reached the implementation phase. Fifty-four patients were in the study, giving an implementation reach of 70%. The majority of surveyed patients expressed satisfaction with the service. The total DRP identified was 133, and 64 interventions were provided by the pharmacists. Facilitation strategies such as "Engage stakeholders by creating ownership of the change" and "Equip stakeholders with training" are needed to overcome the barriers. This study marked the beginning of successful MR service implementation at Malaysian community pharmacies. Future studies with multi-level partnered strategies are required to reach full implementation and sustainability.

PHILILOGICAL PERSPECTIVES OF DESIGN THINKING AND ARTIFICIAL INTELLIGENCE IN THE EDUCATION 5.0-7.0 ERA

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.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

An Approach to the Utilization of Design Thinking in Artificial Intelligence Education

As artificial intelligence (AI) continues its rapid and relentless progression, the necessity for a comprehensive AI education has become increasingly evident. While South Korea has initiated various policies related to AI education, recent research has underscored the potential adverse repercussions of current instructional approaches on learners. In response to this pressing concern, the present study delves into integrating design thinking principles into AI education and meticulously assesses its impact on learning outcomes. To achieve this objective, we seamlessly amalgamated design thinking principles with AI problem-solving techniques, developing a tailor-made AI education curriculum explicitly crafted for middle school students. Subsequently, this innovative curriculum was implemented among middle school students, and their Computational Thinking (CT) competence was rigorously evaluated. The findings unequivocally establish that the infusion of design thinking into AI education significantly augmented the CT skills of the participating students. In comparison to the control group, it was discerned that middle school students who underwent AI education integrated with design thinking exhibited a statistically substantial enhancement in their Computational Thinking (CT) proficiencies. This study furnishes compelling empirical evidence that unequivocally endorses design thinking as a potent instructional approach within the domain of AI education, particularly for middle school students. Furthermore, it underscores the necessity of embracing innovative pedagogical methodologies in AI education to equip the younger generation with the indispensable skills to adeptly navigate the perpetually evolving landscape of an AI-driven future.

AIR QUALITY TESTING- A DESIGN THINKING APPROACH

This paper introduces a groundbreaking and holistic approach to revolutionize air quality testing by integrating design thinking principles, sensor technology, and the Internet of Things (IoT). Focused on addressing the critical challenge of air pollution, this research advocates for the development of user-centric, cost-effective, and scalable solutions for air quality monitoring. The design thinking process is comprehensively examined, covering crucial stages such as problem identification, ideation, prototype development, and user feedback. A central theme of this approach is the active involvement of stakeholders and cross- disciplinary collaboration, which ensures the creation of innovative and practical solutions. Real-world case studies underscore the tangible implications of this approach, emphasizing successful outcomes, including the development of affordable air quality monitoring devices and systems. Sensors and IoT technologies play pivotal roles in enabling real-time data collection, remote monitoring, and seamless integration with urban management systems, thereby contributing to enhanced environmental sustainability and public health. Additionally, this paper discusses the potential for adaptive air quality management strategies, wherein the data generated by these innovative monitoring systems can inform immediate response measures and long-term policy decisions. The adaptability and scalability of the proposed approach make it a valuable tool for addressing not only the challenges of today but also those of the future, such as climate change and evolving pollution sources.

Design Thinking as Pedagogy in Practice

Design Thinking is gaining considerable attention across various domains including education; however its use in Executive Education has not been documented much in the literature to date. By integrating Design Thinking principles and methodologies into the curriculum for Executive learners, we highlight the benefits and outcomes of using Design Thinking as a pedagogical approach. This study explores the effective application of Design Thinking as pedagogy in two modules of an Executive MBA programme at Newcastle University Business School. Through a combination of blended learning materials and experiential, collaborative projects with client organizations, we set out how learners were immersed in a human-centred problem-solving process, developing creativity, empathy, and the ability to identify innovative solutions to complex business challenges. The study presents data gathered from client feedback and learners' reflective assessments, demonstrating the effectiveness and impact of Design Thinking as pedagogy. The integration of Design Thinking principles empowered learners to feel able to lead change initiatives within their organizations in their respective discipline areas effectively. This study contributes to the literature on effective educational approaches in Executive Education, emphasizing the potential of Design Thinking as pedagogy in practice to equip learners with the skills and mindsets necessary for driving organizational innovation and sustainability.

Design-Based Approach For Developing A Teaching Aid For Dyslexic Children

This article presents a design-based approach for developing a specialized teaching aid for dyslexic children, with a focus on enhancing their reading skills and engagement. Dyslexia, a common learning disorder that affects reading abilities, requires tailored interventions to effectively support dyslexic learners. By integrating design thinking principles and the Orton-Gillingham approach, this study outlines a comprehensive design process for creating an innovative teaching aid. The approach emphasizes user-centeredness, iterative prototyping, and multisensory experiences as key elements to address the diverse learning needs of dyslexic children. The study employed a qualitative research method, conducting interviews with dyslexia teachers and observing dyslexic children in a classroom setting to gather data. Thematic analysis was used to analyze the interview data. The development of this teaching aid holds promise for improving reading proficiency and fostering greater engagement in learning among dyslexic children. The findings of this study contribute to the field of education by offering insights into the design and development of effective teaching aids for dyslexic children.

Development of Patient Monitoring System Application: Integrating Design Thinking and QFD Method

COVID 19 and other diseases with high risk of transmission lead to hospital occupancy restrictions. On the other hand, the patient’s family needs to know the most recent patient condition. This research aims to design a patient monitoring system. Thus, the patient's family can monitor the patient's condition without visiting the hospital to reduce the transmission risk. The process of designing this monitoring system is carried out using a design thinking approach which consists of an empathy process, define, ideate, prototype, and test. This design thinking approach is combined with the Quality Function Deployment method. This approach was chosen because design thinking can solve problems effectively by understanding user needs and redefining the user experience problems. The result of this research is the patient monitoring system mockup. The mockup usability was tested using usability questionnaire. Respondents who are stakeholders in one of the hospitals agree that the developed patient monitoring system could solve existing problems.

Failing to Learn: Design Thinking and the Development of a Failure-Positive Mindset in the University Classroom

Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to re-orient student’s conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from the nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post secondary classroom has a positive impact on the development of a student’s self-reported failure tolerance and may change the way that failure is attributed and framed in students’ descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.