Designing Better Educators: Impact of Using Active Learning to Enhance Design Thinking Training in Higher Education
Abstract
As educational institutions work to improve the quality of their instruction in a changing environment, the need for more dynamic and interactive methods of professional learning is becoming essential. Active learning workshops support immediate changes, as well as long-term enhancements in teaching strategies. The study assessed the effects a practical, hands-on approach to design thinking training had on educators' understanding and preparedness to implement design thinking principles. Using a longitudinal, mixed-method study, data were collected through a pre- and post-workshop survey over a two-week period. The study involved Human Resources Management (HRM) educators from a selected university in South Africa. Participants were diverse in gender, aged between 18 and 69, with experience ranging from less than 1 year to over 10 years. Furthermore, the majority of participants are of Black and Indian ethnicity. The research instrument for the study included a pre- and post-test structured questionnaire, including both open- and closed-ended questions. The study emphasized the advantages of professional development workshops that use a practical, hands-on approach to learning that will have an impact on students’ success. The results of the study demonstrated that participants showed a significantly better understanding and preparedness to implement design thinking after the workshop. Furthermore, data revealed that the impact of the workshop had both immediate and long-term improvements that included practical outcomes, increased empathy, and mindset shifts.
Downloads
References
Anthonysamy, L., Sugendran, P., Wei, L. O., & Hoon, T. S. (2024). An improved metacognitive competency framework to inculcate analytical thinking among university students. Education and Information Technologies, 29(17), 22475-22497. https://doi.org/10.1007/s10639-024-12678-z
Avsec, S., & Ferk Savec, V. (2022). Mapping the relationships between self-directed learning and design thinking in pre-service science and technology teachers. Sustainability, 14(14), 8626. https://doi.org/10.3390/su14148626
Bender-Salazar, R. (2023). Design thinking as an effective method for problem-setting and needfinding for entrepreneurial teams addressing wicked problems. Journal of Innovation and Entrepreneurship, 12(1), 24. https://doi.org/10.1186/s13731-023-00291-2
Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. npj Science of Learning, 6(1), 24. https://doi.org/10.1038/s41539-021-00103-w
Caplan, B. (2018). The world might be better off without college for everyone. The Atlantic. https://www.theatlantic.com/magazine/archive/2018/01/whatscollege-good-for/546590/
Che Noh, S., & Abdul Karim, A. M. (2021). Design thinking mindset to enhance education 4.0 competitiveness in Malaysia. International Journal of Evaluation and Research in Education (IJERE), 10(2), 494–501. https://doi.org/10.11591/ijere.v10i2.20988
Dadswell, K., Sambol, S., Yager, Z., Van Dyke, N., Pascoe, M., Dallat, C., … Parker, A. G. (2024). Together we grow: Evaluation of a design thinking professional development workshop for outdoor educators indicates improvements in growth mindset. Journal of Adventure Education and Outdoor Learning, 24(3), 400–412. https://doi.org/10.1080/14729679.2022.2075412
Ericson, J. D. (2022). Mapping the relationship between critical thinking and design thinking. Journal of the Knowledge Economy, 13(1), 406–429. https://doi.org/10.1007/s13132-021-00733-w
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Germuth, A. (2018). Professional development that changes teaching and improves learning. Journal of Interdisciplinary Teacher Leadership, 1, 77–90. https://doi.org/10.46767/kfp.2016-0025
Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., & Valcke, M. (2023). Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education, 33(1), 217-240. https://doi.org/10.1007/s10798-021-09724-z
Harmon, K., Ruth, T., Reiling, B., Conner, N., & Stripling, C. (2023). Impact of prolonged professional development on teachers' confidence in using inquiry-based learning in the classroom. Journal of Human Sciences and Extension, 11. https://doi.org/10.55533/2325-5226.1460
Hattan, C., Alexander, P. A., & Lupo, S. M. (2024). Leveraging what students know to make sense of texts: What the research says about prior knowledge activation. Review of Educational Research, 94(1), 73–111. https://doi.org/10.3102/00346543221148478
Jaskyte, K. (2024). The power of design thinking: Exploring creative confidence and creative efficacy in college students. The Journal of Nonprofit Education and Leadership, 14(1), 71-85. https://10.18666/JNEL-2023-11949
Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993–2027. https://doi.org/10.1080/13562517.2021.1943655
Li, T., & Zhan, Z. (2022). A systematic review on design thinking integrated learning in K–12 education. Applied Sciences, 12(16), 8077. https://doi.org/10.3390/app12168077
Lo, C. K. (2021). Design principles for effective teacher professional development in integrated STEM education. Educational Technology & Society, 24(4), 136–152.
Lodge, J. M., & Kennedy, G. (2015). Prior knowledge, confidence and understanding in interactive tutorials: When does confidence lead to higher achievement? Australasian Journal of Educational Technology, 31(3), 272–287. https://doi.org/10.14742/ajet.1551
McLaughlin, J. E., Chen, E., Lake, D., Guo, W., Skywark, E. R., Chernik, A., & Liu, T. (2022). Design thinking teaching and learning in higher education: Experiences across four universities. PLOS ONE, 17(3), e0265902. https://doi.org/10.1371/journal.pone.0265902
Mohamed, H., Arulprasam, J., & Hussain, M. (2024). Impact of teacher’s professional development programme on students’ performance in secondary schools. International Journal of Academic Research in Progressive Education and Development, 13. https://doi.org/10.6007/IJARPED/v13-i3/22839
Nobutoshi, M. (2023). Metacognition and reflective teaching: A synergistic approach to fostering critical thinking skills. Research and Advances in Education, 2(9), 1–14. https://doi.org/10.56397/RAE.2023.09.01
Pollock, P., Hamann, K., & Wilson, B. (2011). Learning through discussions: Comparing the benefits of small-group and large-class settings. Journal of Political Science Education, 7(1), 48–64. https://doi.org/10.1080/15512169.2011.539913
Prince, S. J. (2023). Understanding deep learning. MIT Press.
Retna, K. S. (2016). Thinking about “design thinking”: A study of teacher experiences. Asia Pacific Journal of Education, 36(sup1), 1–15. https://doi.org/10.1080/02188791.2015.1005049
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219
Rylander Eklund, A., Navarro Aguiar, U., & Amacker, A. (2022). Design thinking as sensemaking: Developing a pragmatist theory of practice to (re)introduce sensibility. Journal of Product Innovation Management, 39(1), 24–43. https://doi.org/10.1111/jpim.12604
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86
Schneider, H. (2023). The conceptualisation, practice and value of design thinking in entrepreneurship education: An educator’s perspective (Doctoral dissertation, Swansea University). https://doi.org/10.1108/IJEBR-08-2023-0911
Seevaratnam, V., Gannaway, D., & Lodge, J. (2023). Design thinking-learning and lifelong learning for employability in the 21st century. Journal of Teaching and Learning for Graduate Employability, 14(1), 182–201. https://doi.org/10.21153/jtlge2023vol14no1art1631
Spaan, W., Oostdam, R., Schuitema, J., & Pijls, M. (2024). Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work. Research in Science & Technological Education, 42(2), 219–236. https://doi.org/10.29329/pedper.2024.34
Sulaiman, H., & Abdullah, S. (2024). The use of active learning strategies to foster effective teaching in higher education institutions. Zanco Journal of Humanity Sciences. https://doi.org/10.21271/zjhs.28.2.11
Tooman, T., Akinci, C., & Davies, H. (2016). Understanding knowledge and knowing. In Knowledge and practice in business and organisations (pp. 17–29). Routledge Taylor & Francis Group.
Winch, C. (2016). Assessing professional know-how. Journal of Philosophy of Education, 50(4), 554–572. https://doi.org/10.1111/1467-9752.12153
Yalçin, E., & Özgenel, M. (2021). The effect of agile leadership on teachers’ professional development and performance. Journal of Educational Leadership and Policy Studies, 5.
Wrigley, C., & Mosley, G. (2022). Design thinking pedagogy: Facilitating innovation and impact in tertiary education. Routledge.
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254–262. https://doi.org/10.4304/tpls.3.2.254-262
Copyright (c) 2025 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
