Design thinking in education is the 21st century framework for creativity in mainstream education.
Design Thinking, despite its origins in the 1960s, did not gain significant momentum until the 1990s. It truly came into its own in the early 2000s, particularly within the realms of business and commerce. However, the incorporation and application of Design Thinking in mainstream education, specifically for students aged 11 to 18, is still a work in progress. The interest in Design Thinking within this age group has been both sporadic and polarised.
A pivotal moment in the journey of Design Thinking in education occurred in 2011 when organisations like IDEO raised its visibility by releasing teacher toolkits. While a quick Google search yields multiple results, the availability of technical resources and classroom practices remains limited. Educational literature, especially concerning secondary education, has not extensively explored or referenced the concept. Nonetheless, the few papers I have reviewed have highlighted both positive outcomes and challenges.
Yet, here I am, advocating for its use. Why? Because the need for Design Thinking in education extends far beyond mere curriculum content. Its potential lies in nurturing essential life skills, aligning seamlessly with the concerns raised by Sir Ken Robinson in his seminal TED Talk, ‘Do Schools Kill Creativity?’ which remains relevant 17 years later. Robinson’s insights into the limitations of traditional educational systems in fostering creativity and critical thinking are more pertinent than ever.
Why Design?
Sir Ken Robinson’s talk received widespread acclaim because it resonates with a fundamental truth. Moreover, the framework for supporting creativity and various other skills did not exist, and therefore change of that scale didn’t happen. Looking ahead, we cannot definitively predict the future, and we must prepare learners for uncertainty. Over my decade in education, my approach has evolved, with sporadic initiatives emerging, but a long road lies ahead. Modern curricula still prioritise facts over processes.
However, Design Thinking goes beyond creativity; it encompasses the ability to think creatively, problem-solve, design, test, redesign, collaborate, discover solutions, and continuously improve outcomes. From a pedagogical perspective, Design Thinking aligns with several educational philosophies: constructivism, experiential learning, social constructivism, project-based learning, and inquiry-based learning, to name a few. It presents itself as an all-in-one package for a modern and forward-thinking approach to teaching and learning. It has been fundamental for innovations in business, technology, and society, focusing on defining problems with end-users in mind and providing a structured path to solutions.
Furthermore, in our ever-changing world, there are perpetual problems to solve, processes to develop, products to improve, businesses to transform, and complex human issues to address. Design Thinking not only spurs product and process innovation but also has the potential to transform working cultures.
The Challenge
In the OECD’s 2030 Education project, it acknowledges how curriculum constraints can stifle students’ creative agency. Curriculum redesign is essential for a dynamic world, but the challenges hindering the use of Design Thinking in modern curriculum design are deeply entrenched in long-standing theories, practices, and dominant educational organisations.
The primary challenge to overcome is the persistence of traditional education structures established during and after the industrialisation era. These systems are rigid, outdated, relying on rote learning and standardised testing. While they have incorporated modern elements over time, these additions are like branches on a tree, while the trunk remains rooted in decades-old traditions.
Although learning theory has evolved, and what we know about how learn has developed significantly, with insights from neuroscience, educational psychology, and neurodiversity, curriculum content remains tightly regulated and structured. Incorporating Design Thinking necessitates the allocation of time and space for skill-based learning, often at the expense of knowledge-based content. This presents several challenges, including finding the right balance between process and knowledge-based content. Additionally, there’s the challenge of shifting mindsets: why change something that seems to work? Movement within the education system is another hurdle; without recognition and support from policymakers, change is slow to happen. Lastly, the system; the entire education system is built upon entrance to college or university via standardised testing. How do we overcome this?
It’s worth noting that change is not absent, but it remains unevenly distributed. Design Thinking has made its way into higher education in the USA and progressive K-12 schools. Singapore and countries like Brazil, Canada, Finland, and Australia are incorporating elements of Design Thinking into their national curricula to tackle social and environmental challenges.
What next?
However, these movements are progressive but not yet widespread. The assessment poses a significant challenge. If we transition away from traditional tests, how do we gauge students’ progress and goals? This underscores the uncertainty we face in today’s world. Additionally, there’s a shortage of resources and training for Design Thinking in education. Real change typically starts at the top, with organisational leaders investing in proper training to pave the way for curriculum changes.
To truly propel education into the future, all stakeholders must be actively engaged in this process. This includes not only educators and policymakers but also students and their families. The transformation of education requires a collective effort, a commitment to reimagining the learning experience, and a willingness to question the conventional.
As we move forward, let’s remain open to the possibilities that Design Thinking offers – a reinvigorated approach to curriculum design, teaching and learning, and even school leadership and operational culture; where creativity, problem-solving, and empathy take centre stage. It’s a future where education is not a static destination but a dynamic journey, where innovation and originality thrive, and where every learner is equipped to navigate the uncertainties of tomorrow with confidence and resilience. The question now is, are you ready to be a part of this transformative journey?
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