English Language Teachers’ Perceptions about Design Thinking

Purpose Small business capabilities and customer interactions are particularly susceptible to market disruptions. Small businesses must pivot quickly to build or grow their capabilities and manage diverse strategies to deal with crises. This ability to quickly adapt and formulate strategies is necessary to help small businesses maintain sales and continue to engage with their clients, especially in light of disruption and crises. This work uses design thinking strategies to provide insight into how businesses can navigate such disruptions. Design/methodology/approach This research investigates how design thinking can help small businesses address crises. The focus is on leveraging design thinking strategies such as empathizing, defining, ideating, prototyping and testing (EDIPT), divergence/convergence and customer journey mapping design thinking tools. Findings The authors provide propositions and strategies to help firms adapt their strategies to the demands of clients during crises. Originality/value This piece provides an accessible introduction to three design thinking strategies (general EDIPT model, convergence/divergence and consumer journey mapping). The authors present this in the context of disruption, especially the recent pandemic, specifically focusing on small businesses.

Due to the significant effect the COVID-19 epidemic had on employment and education within the tourism and hospitality sectors (Cameron et al., 2022; Carr, 2020; Fletcher et al., 2022) the purpose of this research project was to identify whether a different approach to vocational learning could better equip learners with the skills necessary to be work-ready. This research aimed to explore the application of a design thinking methodology to the development of a work-based learning programme for hospitality and tourism that serves the needs of industry and learners. The following fundamentals formed the basis of the research. • Explore the insights that can be gained by applying Design Thinking theory as a critical lens to evaluate teaching and learning initiatives in Tourism and Hospitality • Independently apply knowledge and implement this into the development of work-based learning pedagogic approach in tourism and hospitality education. • Evaluate the use of Design Thinking as a tool for pedagogic development through rigorous intellectual analysis, reflective practice, criticism and problem-solving. Initially, the methodology was Design Thinking incorporated into a work-based learning environment. However, the structure of the project had to be modified as a result of my transition to another role outside of Toi Ohomai Institute of Technology. As this was a major pivot, I realised that by creating a reflective case study, I could discover how Design Thinking might feature in the study. Therefore, Design Thinking was used to explore the insights of how Design Thinking could be applied to a living event in an educational setting. The key insights were that a Design Thinking approach to hospitality and tourism education enables learners to grow holistically because the skills are not technical rather 21st Century skills whereby the learners develop both soft and core skills. Additionally, there was evidence of increased levels of student confidence, motivation, whanaungatanga and interdisciplinary collaboration. However, there were challenges and the following recommendations were made. Design Thinking can be messy and for Design Thinking pedagogy to be implemented into a curriculum there needs to be collaboration across a variety of sectors and you need tutorial staff with agile ability to cope with different needs. Moving away from a prescribed delivery dictates the need to develop a toolbox of resources and as traditional education is highly structured and prescribed compared with Design Thinking which responds to ‘just in time’ teaching there-needs to be flexibility without time constraints. Through my experience as a practitioner, I have gained invaluable insights from completing my Master of Professional Practice. A key outcome from my research project is the ability to view and formulate innovative pedagogic concepts by approaching it through a Design Thinking perspective. My development has spanned the kaiako role I held within Toi Ohomai Institute of Technology, to the role as Ringa Whanake (Qualifications Development Facilitator) and a researcher. My new learning was a lived experience, unfolding and empowering changes to my practice.

The purpose. The purpose of this study is to reveal the features of the method of design thinking. Analyze design thinking, which consists of stages such as empathizing, defining, ideating, prototype, and testing. Introduce design techniques and tools that should be used at each stage of this process. Present the differences between the methods in the traditional (application of logical thinking) and non-standard (design thinking) approach. Design/Methodology/Approach . The study examines the hypothesis that applying the design thinking method in the context of a crisis is quite adequate, particularly in doing business during the COVID-19 pandemic. General scientific theoretical methods of research, particularly formalization, analysis, synthesis, systematization, and explanation, have been used to study the essence, advantages, and comparative characteristics of design thinking methods. Conclusions. The studies have shown that design thinking is cross-functional, customer-oriented, resource-saving, creative, and versatile. This confirms the hypothesis that this method should be used in times of crisis and the period of recovery. The practical application of design thinking requires a complete and clear understanding of its capabilities, the availability of the necessary resources, and all participants' interest in the observed outcome. The practical consequences/results of this study are of interest to managers and company heads who want to rethink and change the work processes, particularly regarding decision-making against the background of uncertainty. The quality and effectiveness of applying the design thinking method will depend on the qualification and efficiency of the team performance. It has been suggested to approach teams' formation carefully – they should balance analytical and design thinking in the best possible way. Team members must be aware of the challenge and diversity of use of their experience, including all functions starting from research and development to marketing and sales. For successful work, teams need to be given maximum independence; specific rules or restrictions must be general and minimal. The application of design thinking must be continuous. In general, this should be a way of doing business, not separate project works. Originality/value. This study emphasizes the effectiveness of the design thinking method and its incomplete application in domestic companies. It indicates the advantages, disadvantages, and differences from traditional methods. It is valuable for a deeper understanding and application in practice by managers at different levels.

Despite the importance of science in our everyday life, a decline in students’ academic performances and interest towards Biology have been empirically publicized by several researchers. Though multifactorial, misconception remains one of the key factors affecting students’ understanding of concepts, exam grades and interest. Consequently, the literature is gauged with empirical research focusing on the appropriateness of different methods and strategies used to identify and clear students’ misconceptions in Biology. This case study uses a mixed epistemological stance to study the appropriateness of using the DTSICM (Design Thinking Strategy to Identify and Clear Misconceptions) model, underpinned by the Stanford’s design thinking framework, in identifying and clearing the misconception of twelve low-performing students in Biology. The findings revealed that (i) the use of design thinking-based DTSICM approach is efficient in clearing students’ misconceptions, with statistical significance at 5% level ( p>0.05), and (ii) the design thinking approach provide teachers with a formalised, context-driven, needs-based and adaptable pathway to identify and clear misconceptions of students, by engaging through the five decisive stages of the design thinking framework, namely ‘emphasize’, ‘define’, ‘ideate’, ‘prototype’ and test’.

In recent years, there has been an increasing interest in using design thinking for business model innovation. However, few studies have explored the application, potential and challenges of design thinking from a comprehensive perspective. In order to better understand how design thinking can contribute to business model innovation, this paper regards business model innovation as a subject of design research and provides a critical review of researchers’ explorations of how to apply design thinking for business model innovation. In light of the literature review, this paper distils seven key design research themes: (1) design thinking as a mindset and a methodology; (2) designers of business models; (3) design activities for business model innovation; (4) design tools for business model innovation; (5) design approaches for business model innovation; (6) co-creation of new products, services and business models, and (7) evaluating and measuring the impact of design thinking. The themes not only highlight the potential of applying design thinking as a necessary mindset and methodology to business model innovation, but also emphasise the nature of designing as a social process.

Since about a decade ago, design thinking has become a prominent topic in the scientific and business world. In order to keep up with global competition, design thinking has proven to be a valuable concept for assisting companies to innovate their products, services and processes. Therefore, business schools worldwide have introduced design thinking courses with the aim of preparing the future workforce. Scholars debate about the appropriate approach to teach design, with this paper trying to identify how a design thinking course should be arranged to teach non-designers the processes, methods and mindset of design thinking. It deals with the question of which form of knowledge conversion is more effective for bringing non-design students closer to the design thinking mindset. To answer this, it reviews current studies on design thinking in education. In particular, the research refers to Simon’s and Schon’s concepts of science of design and reflection-in-action, along with Nonaka and Takeushi’s SECI model. The research involves an experiment with two similar one-week design thinking courses, each having different teaching approaches. The courses are then compared through analysis of reflection reports by students, semi-structured interviews with them and a survey. This research shows that applying design thinking knowledge to real-life projects should be a core element in design thinking curricula, as it plays a crucial role in successfully imparting design thinking. Further, co-teaching and co-learning modes, where designers and non-designers work together and socialization takes place, is more appropriate for imparting design thinking than instructional teaching and learning modes, where design thinking coaches instruct non-designers to internalize design thinking.

The concept of wicked problems is recognised since the 1970s, and social determinants of health (SDOH) account for various difficulties. Fixing or solving wicked problems is challenging due to the complexity. The diverse nature of problems can mean that a solution for one group may result in unintended consequences for others. Healthcare itself is a complex adaptive system. An intersectionality lens may assist in navigating ‘the messiness,’ to reduce inequity and enable voices of those experiencing problems to be involved. COVID-19 amplified difficulties of marginalised populations including ‘othering’. Homelessness is a complex global public health challenge, with limited reliable prevalence data and no universally agreed definition. Being homeless is associated with negative impacts on health and wellbeing, and an absence of belonging. Considering solutions requires a problem-solving focus. Design thinking is a human-centric problem-solving approach focusing on empathy, brainstorming ideas, and prototyping iterative solutions. Equity focused design thinking is a framework to develop people-centred solutions and reflect on the influence of own biases and beliefs on systems. Acknowledging the theme of the conference ‘Strengthening health systems: improving population health and being prepared for the unexpected’ we propose a 60-minute skills-building workshop. We will use a live design sprint format to facilitate collaborative learning for attendees, as an alternative to oral presentations, to explore the intersectionality of design thinking and equity using the Stanford D model. The value of this workshop is knowledge generation and dissemination using an equity lens to adopt creative methods for engagement to produce end-user solutions.Objectives– To introduce design thinking approaches to consider solutions for homelessness.– To facilitate an experiential approach to support learning and collaboration.– To explore the application of design thinking using an equity focus as a tool to challenge mindsets and create problem-solving in public health.FormatWorking in groups use Stanford D model equity-centred framework (Notice, Empathize, Define, Ideate, Prototype, Test, Reflect).Introduction (10 min)– Homelessness ‘a wicked problem'– Design thinking and equity focus explanation and plan for sessionPhases of Design thinking (30-40 min)– Noticing: awareness of own values, biases, assumptions– Empathizing: Understanding homelessness from the perspective of the user– Defining: The specific user challenge– Ideate: Brainstorm solutions– Prototype and test: Propose and pitch low fidelity solutionsFinal reflection & summary (10 min)– Insights and learning, networking, and collaboration.Key messages• Equity focused design thinking methods provide approaches to increase awareness of the impact of biases and beliefs.• Human-centred design is an agile approach to creating service and systems developments for marginalised populations.

The article examines the conditions and features of the formation of an idea for the development of a modern product, modern technology or a new vector of development of entrepreneurial activity on the platform of design thinking. This category - design thinking should become one of the main areas of business development, startups and creating a comfortable environment not only in business but also in the organization of public programs and decisions, the organization of municipal economy, as well as management at the state level. Any startup begins with the formation of the idea. It should not be just an idea, but the idea that can change the world, change people's lives for the better. A mandatory condition for the development of the country's economic system is the development of the entrepreneurship. During the political reorientation of our country, changes in the economy are taking place primarily through the introduction of new ideas. Based on the existing issues of business organization, entrepreneurship development and especially the creation of startup projects in Ukraine, requires clarification of the peculiarities of the development of startups based on a new approach - design thinking. Requires research and further clarification of the application of design thinking in the work of enterprises, the use of innovative approaches to the organization of both new forms of business and the improvement of existing relationships and business processes. The purpose of the article is to study the conditions and features of the formation of the idea for the development of a modern product, modern technology or a new vector of business development on the platform of design thinking. Of course, these changes require the promotion of more competitive products created using innovative approaches, there is the implementation of a startup. Many methods can be used to understand the real problem and its causes. It is worth to analyze the problem. The analysis of the problem better provides understanding of the problem before starting work with it. Even at the stage of the problem formulation, may arise a lot of questions connecting with people perception, misunderstanding, and vision of its solutions. A fundamentally new approach of solving the problem is the design thinking. The design thinking is a method of creating products and services that are focused on the person. It is the process when researchers try to understand the consumer problems, to make assumptions and to check them, to change the problem statement and try to find alternative strategies and solutions. The design thinking basis is the empathy and the ability to form schematic images in the imagination to further identify patterns and generate ideas with emotional and functional content. Empathy is a broad concept that refers to a person's cognitive and emotional reactions to another's experience. The empathy benefits to build and rebuild relationships. On the other hand, through support we acquire the skills of better regulation of personal emotions, especially using such useful and valuable experiense in stressful circumstances. This determines another property of empathy - it promotes the development of healthier and more meaningful behavior. Implementing business ideas creates additional opportunities for businesses. This process begins with a specific problem - a task for design thinking. This task must be accessible, understandable and feasible. Solving this problem will meet the needs of consumers, solve their problem, and create a new, unique product that is in demand. The development of startups, business organizations, the work of enterprises on this principle will provide significant benefits, and will be more successful and competitive.

Students scientific argumentation skills remain relatively low, posing both global and national educational challenges that require innovative solutions. Effective learning methods to foster these skills are still limited and not yet optimal. This study aimed to identify research trends in the application of design thinking in learning, the learning outcomes achieved, the subjects most frequently using design thinking, and its contribution to developing scientific argumentation skills. The method used in this study is the Systematic Literature Review (SLR) with PRISMA analysis of 20 relevant articles. The articles were obtained from two databases, namely Google Scholar and PubMed with a publication range between 2020 - 2025. The article selection process was carried out to collect, analyze and compile findings on the application of the design thinking method in learning. The findings of the Systematic Literature Review show that the most dominant research trend uses quantitative methods. Design thinking has a positive impact on creativity, critical thinking skills, learning outcomes, numeracy, learning interest, motivation, and scientific attitudes. Design thinking tends to be applied more in the context of science learning, especially in science and biology subjects. In addition, design thinking not only increases student engagement and creativity, but also significantly trains and strengthens scientific argumentation skills which are essential in science learning.

Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy.

Purpose of ReviewThis narrative will focus on the adoption of design thinking to improve patient-centered care innovation in Orthopedics.Recent FindingsThe literature reveals a complete set of applications of the design thinking approach in the different stages of the patient experience throughout the health context; however, the papers identified focus on specific parts of the process, and there is no systemic analysis about the different aspects involved in each stage of the complete experience. This review presents a holistic analysis concerning the application of design thinking to the distinct phases of innovation development in orthopedics, from the identification of the specific initial challenges up to the introduction of technology-based artifacts, such as innovations in the musculoskeletal health market.SummarySystematic description of design thinking application to orthopedics, including concepts, methods, tools, and implementation examples in the most relevant phases of the patient experience—clinical treatment, perioperative care, and rehabilitation.

Software companies have been using Design Thinking to support software development, fostering the creation of innovative features and products. However, there is not so much knowledge of what matters for the application of Design Thinking being successful. Thus, this study aims to describe how does the adoption of Design Thinking with software development take place in a global information technology company through an interview-based case study with 16 professionals. Our analysis indicates that Design Thinking is used in software products, software improvements, processes, user experience identification and solution discovery. Also, there are perceived benefits and challenges during the Design Thinking activities. As a result, this paper describes the Design Thinking phenomenon in software development, serving as a guide for practitioners on how to set up and implement Design Thinking activities and publishing more academic research.

Background Power asymmetries between global health actors based in low and middle-income countries (LMICs) and those based in High-Income Countries persist. Often actors in low-resource settings are seen solely as implementers of projects designed in High-Income Countries and are often not involved in the decision-making. To tackle the problem of power imbalances, a human-centered framework of design thinking was used for inclusive strategy development. This paper discusses how design thinking was used as a framework for the co-creation of Operation Smile Malawi’s (OSM) long-term strategy in a collaborative environment with in-country and international partners. Methods The strategic planning process included a situation analysis, priority setting workshop and participant feedback. A four-question design thinking framework was used to frame the three-day priority setting sessions; ‘what is’, ‘what if’, ‘what wows’, and ‘what works’. Design thinking tools that were used during the priority setting workshop included; visualization, journey mapping, mind mapping, brainstorming and concept development. At the end of the priority-setting sessions, an e-survey was used to assess the participants’ understanding and perception of the use of design thinking for strategic planning. Results The product of the process was a long-term strategy with goals, activities and strategies that were understood and agreed upon by all stakeholders. The post-workshop e-survey revealed that all participants responded that the design thinking process fostered team spirit during the entire process. The design thinking process also made the strategic planning workshop more productive and enabled participants to incorporate their own ideas into the five-year strategy. Furthermore, participants reported learning something outside their area of expertise. Conclusions As global health organizations increasingly recognize the need for equitable partnerships in the design and implementation of global health programs, the human-centred approach of design thinking can be used to create open and collaborative program design.

Background: Design thinking is a human-centered, systematic method for problem-solving. To address gaps in curricula for design thinking and curriculum development for medical students, we created a Design Thinking Workshop in an existing students-as-teachers course. Our intervention aimed to teach learners two things: 1) how to apply design thinking to creatively problem solve; and 2) how to utilize design thinking as a curriculum design framework. The central aim of this innovation was to support this outcome: for learners to design curricula that meets an identified need of their learners during the students-as-teachers course. Methods: This workshop introduced the framework of design thinking and how to use design thinking tools to create curricula. Seventeen students participated and created educational projects using a design thinking approach. We evaluated the workshop using a pre/post student survey and structured rating of projects. Results: After completing the curriculum, students were more confident in identifying gaps in existing curricula and designing educational projects. After the workshop, the student curriculum projects were more likely to address a specific curricular need when compared with the student projects created during the previous year. Discussion: We found that participating in the workshop increased students’ confidence in each step of curriculum development and that, after completing the workshop, more students could design high quality educational projects by addressing a specific learner need. Despite the intervention, many students’ projects were still not “high quality”, and based on this team’s experience, more faculty support as well as near-peer mentorship can increase the quality of projects.

Design thinking is a catalyst that uncovers innovations. From realistic products, services, and business models, it seeks a creative approach to defining challenges and problem solving. This paper follows the documentation process behind an international group of faculty and students who embarked on a brand new learning experience. With collaborations through faculty expertise and student's hard work, they developed a process based on the design-thinking framework in a design-centric business model. Some viable strategies, techniques, and valuable learning outcomes will be shared in this paper.