Design Thinking: Concepts, Processes, and Applications in Educational Contexts
Keywords:
Design Thinking, Education, InnovationAbstract
This article aims to analyze and synthesize the concept of Design Thinking as a process and conceptual framework with significant potential to enhance the quality of education. It presents key concepts, processes, and applications within educational settings. Design Thinking focuses on human-centered, innovative problem-solving by deeply understanding learners' needs and contexts. The process comprises five iterative and flexible stages: Empathize, Define, Ideate, Prototype, and Test, allowing continuous adaptation based on honest user feedback and insights.
A comprehensive review of the literature indicates that applying Design Thinking in educational contexts promotes active learning and fosters 21st-century skills. It cultivates an innovation-oriented learning culture at both the classroom and school leadership levels. Nonetheless, practical challenges persist, including time constraints, limited resources, and varying levels of readiness among educational personnel. This article synthesizes strategic recommendations for advancing Design Thinking in the Thai education system, emphasizing sustained teacher capacity-building, the establishment of innovation spaces within schools, and the adaptation of learning approaches to reflect students' real-world contexts, ultimately contributing to meaningful and sustainable educational transformation.
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