• Adopt a user-centred approach to design thinking, placing students and other stakeholders at the centre of the design process;
• Conduct needs assessments and identify opportunities for innovation and improvement in teaching and learning by reframing educational challenges from a user-centred perspective;
• Foster a culture of creativity and innovation in their educational practice through the application of design thinking principles, while actively including divers perspectives to enrich this process;
• Collaborate and effectively work with colleagues, students, parents, and other stakeholders to co-create and implement innovative solutions;
• Inspire others to adopt a design thinking mindset and culture of innovation in their educational practice, leading to positive transformation in teaching and learning;
• Assess the diverse applications of design thinking in education, including curriculum design, instructional design, assessment design, classroom management, and educational innovation;
• Integrate design thinking project or innovation into their educational practice, including strategies for garnering support, securing resources, and overcoming barriers to implementation.

• Identify the fundamental principles and core concepts of design thinking, including empathy, ideation, prototyping, and iteration;
• Evaluate the different design thinking frameworks and methodologies commonly used in education;
• Familiarise with a range of design thinking tools and techniques used to facilitate the design process, such as brainstorming, mind mapping, prototyping, and user testing;
• Explore how design thinking has been applied to address systemic barriers, solve problems, foster innovation, and improve teaching and learning outcomes in diverse educational settings;
• Describe the cyclical nature of design thinking, where ideas are refined and improved through feedback and repetition.

• Empathize with students and other stakeholders from diverse backgrounds, by using observation, interviews, and other methods to gain deep insights into their needs, motivations, and experiences;
• Practice techniques for generating creative ideas and solutions to educational challenges, including brainstorming, mind mapping, and other ideation methods;
• Apply rapid prototyping and iterative testing to gather feedback from students and other stakeholders to refine and improve their designs;
• Apply design thinking principles and methods to analyse complex educational challenges, identify root causes, and develop practical solutions;
• Articulate effectively their design ideas, rationale, and findings to diverse audiences through written reports, oral presentations, and visual representations;
• Demonstrate a habit of reflection and improvement, continuously evaluating design solutions and educational practices.

This module will be assessed through: Forum; Assignment; Case Study.

Core Reading List

1. Jui-Che Tu, Li-Xia, L. & Kuan-Yi, W. (2018), Study on the learning effectiveness of Stanford design thinking in integrated design education, Sustainability, 10(8), 2649.
2. Luka, Ineta (2019). Design thinking in pedagogy: Frameworks and uses. European Journal of Education, 54(4), 499.
3. Meinel, Christoph, and Timm Krohn. Design Thinking in Education: Innovation Can Be Learned. 1st ed. Cham: Springer International Publishing AG, 2022. Web.
4. Novo, C., Tramonti, M., Dochshanov, A.M., Tuparova, D., Garkova, B., Eroglan, F., Uğraş, T., Yücel-Toy, B. & Vaz de Carvalho, C. (2023), Design thinking in secondary education: Required teacher skills. Education Sciences, 13(10), 969.

Supplementary Reading List

1. Koh, Joyce Hwee Ling et al. (2015) Design Thinking for Education: Conceptions and Applications in Teaching and Learning. Singapore: Springer.
2. Marantz Cohen, Rosetta (2019). “Collaborative pedagogy in a design thinking education course”. Insight (Parkville, Monthly), 14 , p. 29.
3. Parker, M., Cruz, L., Gachago, D., & Morkel, J. (2021). Design thinking for challenges and change in K–12 and teacher education. Journal of Cases in Educational Leadership, 24(1), 3-14. https://doi-org.ife.idm.oclc.org/10.1177/1555458920975467
4. Stanford d. School. https://dschool.stanford.edu/resources
5. Wrigley, Cara (2017). “Design thinking pedagogy: The educational design ladder”. Innovations in Education and Teaching International, 54 (4), p. 374.