The Art of Design Thinking (Problem to Prototype)

Design thinking, recognised as a human-centred approach to problem-solving, has garnered attention as a pedagogical framework across various disciplines, including higher education, for its potential to cultivate innovation, creativity, and problem-solving skills. In chemical engineering education, integrating design thinking methodologies holds promise for enhancing students' problem-solving skills and innovation capabilities. However, despite its potential benefits, its specific application and impact within chemical engineering education have not been extensively explored. Hence, this critical review paper aims to comprehensively analyse the application of design thinking pedagogy in chemical engineering education within higher education settings. This study contributes a systematic review and a case study from DUT, demonstrating the integration of design thinking pedagogy in chemical engineering education. The methodology involved in this review encompassed systematically searching academic databases, selecting relevant studies based on specific criteria, extracting data, synthesising findings, and reporting adapted from Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The overarching question that guided this investigation was: How could the integration of design thinking pedagogy in chemical engineering education enhance student learning outcomes and prepare them for the challenges of the engineering profession? Integrating design thinking pedagogy in chemical engineering education aims to improve student learning outcomes by fostering a holistic approach to problem-solving, emphasising empathy, creativity, and collaboration. By incorporating design thinking principles into the curriculum, educators seek to cultivate a mindset of innovation and critical thinking among students, preparing them to tackle complex engineering challenges in a dynamic and rapidly evolving global context, such as the shift towards ‘green engineering’. Design thinking pedagogy could potentially bridge the gap between theoretical knowledge and practical application of engineering principles, concurrent with developing essential soft skills such as communication, teamwork, and adaptability, which are crucial for success in the engineering profession. Through active learning, interdisciplinary collaboration, and realworld application of engineering principles, design thinking in engineering education could equip students with the skills and mindset to become creative problem solvers, effective communicators, and ethical leaders. It is evident that design thinking offers a promising avenue to concurrently enhance student engagement, develop conceptual learning, critical thinking skills, promote interdisciplinary collaboration, and prepare students for the demands of the chemical engineering profession. The findings highlight the importance of integrating design thinking principles in chemical engineering education to cultivate a culture of innovation, creativity, and adaptability among students. Moving forward, further research is needed to evaluate the effectiveness of design thinking pedagogy in enhancing student learning outcomes and to identify best practices for its implementation in chemical engineering education. Furthermore, researchers are encouraged to conduct empirical studies to assess the impact of design thinking pedagogy on student learning outcomes, engagement, and professional development in chemical engineering education.

In the dynamic and customer-centric business landscape of the 21st century, organizations are increasingly turning to innovative methodologies to drive meaningful and effective solutions to complex problems. This paper explores the integration of LEGO® SERIOUS PLAY® into design thinking sessions as a method for rapid prototyping with a focus on customer-centricity. By combining the principles of design thinking, rapid prototyping, and LEGO® SERIOUS PLAY® methodology, this study aims to investigate how the construction of these scenes, coupled with storytelling and pitch development, can facilitate the exploration of customer pain points and gains to inform solution ideation and iteration. A detailed case study is presented to illustrate the application of this approach, highlighting the process from problem identification to prototype creation and feedback gathering. Through analysis and reflection, this paper identifies key insights into the effectiveness of using LEGO® SERIOUS PLAY® for rapid prototyping within design thinking sessions, as well as challenges and opportunities for future research and practice. Ultimately, this study underscores the potential of prototyping as a valuable tool for fostering creativity, collaboration, and customer-centric innovation in organizations seeking to drive positive change and deliver impactful solutions. We are exploring how using this approach can help organizations unlock the full potential of their teams, drive breakthrough innovation and create lasting impact in an ever-changing world. OBJECTIVES: Exploration of LEGO® SERIOUS PLAY® within the design thinking process for rapid prototyping in the context of envisioning the future of cities. Specifically, the paper aims to demonstrate how these methodologies can foster creativity, collaboration, and customer-centric innovation, particularly in uncertain and complex environments as categorized by the Stacey Matrix. METHODS: This study employs a series of 20 design thinking sessions using LEGO® Serious Play to engage diverse stakeholders in imagining the city of 2030. The methods include defining the initial problem statement, conducting empathy exercises to understand user needs and utilizing LEGO® SERIOUS PLAY® for constructing scenes that highlight customer pain points and gains. Developing and presenting pitches and stories based on these LEGO® models and reframing and recreating prototypes based on cross-pollination of ideas. RESULTS: Participants quickly generated rapid prototypes that visually and tangibly represented their ideas. Several specific problems were identified, each accompanied by customer-centric solutions. The use of LEGO® SERIOUS PLAY® facilitated deeper engagement, creativity, and collaboration among participants. Storytelling and pitching helped effectively communicate the envisioned future scenarios and solutions. Feedback from stakeholders provided valuable insights that guided iterative refinement of the prototypes. CONCLUSION: Design thinking, when combined with LEGO® SERIOUS PLAY®, proves to be an effective methodology for rapid prototyping and innovation in complex and uncertain environments. The approach encourages a customer-centric mindset, ensuring that solutions are relevant and impactful. The iterative process of prototyping and feedback leads to continuous improvement and refinement of ideas. LEGO® SERIOUS PLAY® enhances creativity and collaboration, making it a valuable tool in the design thinking toolkit. This integrated methodology can help organizations navigate and transform ambiguity into actionable opportunities for innovation, particularly in the context of future urban planning and development.

The aim of this paper is to present a reflection from a design perspective, regarding the importance of collaborative work among higher education students, in different cultures and context realities, using as a starting point a design thinking workshop. The goals of the workshop were, by introducing the principles of design thinking to a focus group of university students, in Finland, implement and develop the ability to experiment the design thinking process, and to realize how the interaction of different perspectives can lead to innovative solutions, as to the promotion of interdisciplinary work. Design thinking is a flexible methodology, which can be used in any work field, since it has valuable elements, such as iterating frequently based on continuous feedback from all the intervenient. Through rapid low-resolution prototyping, ideas are continuously tested with the potential users. “Fail early in order to succeed sooner” is the design thinking principle that helps to maximize learning and insights, crucial for human centred innovation. Collaborative work in a small groups scenario map leads to the discussion of solutions, and to the innovation that emerges from the different perspectives given by each person. Our main goal was to find business opportunities that emerge from underestimated issues from everyday life, but also to understand that exploring, understanding, and prioritizing areas can be crucial to ideating solutions. Keywords: design thinking, collaborative methodologies, collaborative work, identity.

This paper examines the utilization of Design Thinking as a tool for developing innovative solutions, user-centricity, and problem-solving.The article discusses the fundamental principles of Design Thinking, its application areas, and its impacts.Additionally, it explores the measurable outcomes of Design Thinking and its future potential by relevant research.This review provides a comprehensive overview of how Design Thinking can be applied in various sectors such as business, education, healthcare, and beyond.The article aims to serve as a foundation for further research in the field of Design Thinking.

This study explores the pivotal role of design thinking and creativity in the realm of entrepreneurial innovation. The need for innovative ways to problem-solving and idea production is becoming more and more obvious as the entrepreneurial landscape changes. Iterative and human-centered design thinking provides entrepreneurs with a special framework for navigating the challenges of innovation. This study explores the interplay between design thinking and creativity, illuminating how these ideas merge to promote entrepreneurial success. Through a comprehensive analysis of case studies and empirical evidence, this study demonstrates the multifaceted impact of design thinking and creativity on fostering innovation in entrepreneurial ventures. The findings underscore the significance of cultivating a creative mindset and embracing design thinking principles as catalysts for entrepreneurial innovation in today's dynamic business environment.

Numerous reviews and meta-analyses have indicated the enormous potential of technology to improve the appeal, effectiveness, cost, and reach of mental health interventions. However, the promise of digital mental health interventions for youth has not yet been realized. Significant challenges have been repeatedly identified, including engagement, fidelity, and the lack of personalization. We introduce the main tenets of design thinking and explain how they can specifically address these challenges, with an entirely new toolbox of mindsets and practices. In addition, we provide examples of a new wave of digital interventions to demonstrate the applicability of design thinking to a wide range of intervention goals. In the future, it will be critical for scientists and clinicians to implement their scientific standards, methods, and review outlets to evaluate the contribution of design thinking to the next iteration of digital mental health interventions for youth.

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Patient-centered care and evidence-based medicine are mantras that form the foundation of modern healthcare practice. Yet, most of the tools for designing healthcare solutions, including randomized control trials, quality improvement initiatives, and even qualitative research, are often better adapted to providing an evidence-based foundation for practice at the expense of patient, family, and healthcare worker needs. These approaches tend to focus on improving outcomes and processes (Grys, 2022). Stakeholders — particularly patients, but also staff – are objects being scrutinized by “experts” under the scientific or medical gaze, filtering out what the “expert” deems as irrelevant (O’Callaghan, 2022). However, outcomes and processes are not sufficient if they do not prioritize human voice, dignity, and participation. Design thinking provides a complementary approach to evidence-based medicine by engaging the person in experimenting, prototyping, giving feedback, and redesigning healthcare solutions centered around the needs of humans (Razzouk & Shute, 2012). This article describes the process of design thinking as an approach to the creation of human-centered solutions and makes reference to the implementation of the design thinking process in the intensive care unit (ICU) of SickKids, an academic paediatric hospital in Ontario.

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Background: Student interest in entrepreneurial pursuits remains low, despite the significant contributions of entrepreneurship to economic growth. Purpose: This study investigates the factors influencing IPB students' interest in adopting AI-based entrepreneurship learning through the lens of design thinking, emphasizing the role of communication methods and their impact on motivation and attitudes. Methods: This study adopts a mixed-method design, combining quantitative and qualitative approaches. Quantitative data were collected via an online survey from 173 IPB students, with 166 valid responses after data cleaning. Quantitative analysis was conducted using descriptive statistics (SPSS 25) and Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative aspect involved a SCAMPER analysis within the design thinking framework to explore AI integration in entrepreneurship education. The PICOS framework was applied to explore the factors influencing AI adoption in higher education comprehensively. This mixed-method approach provides a holistic understanding of AI adoption in educational contexts. Findings: Results indicate that learning motivation significantly affects students' intentions to engage with AI-based systems, positively impacting attitudes toward AI. Perceived ease of use also positively influences learning motivation and perceived usefulness, although perceived usefulness does not directly impact learning motivation. Additionally, interpersonal interactions and mass media positively influence attitudes and perceived usefulness, while awareness does not have a significant effect. Conclusion: Expanding AI adoption in entrepreneurship education requires strategic communication, mainly focusing on Design Thinking’s empathize phase to understand student challenges. By iteratively proposing AI tools through the prototype phase, institutions can develop user-friendly, engaging solutions tailored to student needs, fostering higher adoption and engagement in entrepreneurship learning. Research implication: These insights suggest that targeted communication strategies, including design thinking principles, can support broader AI adoption, enhance students’ entrepreneurial learning experiences, and foster a new generation of tech-savvy entrepreneurs.

In the evolving business landscape, Human Resources (HR) is increasingly recognized as a strategic driver of innovation rather than just an administrative function. Oracle HCM Cloud offers a suite of tools that integrate design thinking and artificial intelligence (AI) to foster a culture of continuous innovation within organizations. By leveraging AI-driven ideation tools, HR can identify emerging trends, enhance employee engagement, and optimize talent management strategies. Design thinking principles embedded within Oracle HCM Cloud facilitate user-centric problem-solving, enabling HR leaders to co-create solutions that address workforce challenges effectively. This paper explores how Oracle HCM Cloud’s AI-powered analytics, sentiment analysis, and predictive modeling contribute to strategic HR decision-making. Furthermore, we discuss the role of collaborative digital workspaces and crowdsourcing platforms in harnessing employee creativity for business growth. The integration of AI and design thinking into HR processes empowers organizations to move beyond conventional workforce management and embrace data-driven, human-centric innovation. Through case studies and real-world applications, we highlight the transformative potential of Oracle HCM Cloud in fostering an innovation-driven culture. By adopting these advanced tools, HR departments can not only enhance operational efficiency but also drive sustainable business success by continuously evolving in response to workforce dynamics and market changes.

This review examines how adaptive learning systems, when guided by design thinking principles, can effectively bridge the disconnect between instructional technology and personalized pedagogy. While technological innovations continue to reshape educational environments, their transformative potential is often constrained by a lack of alignment with learner-centered instructional practices. The review contends that meaningful educational change requires more than the introduction of digital tools; it demands their deliberate integration through pedagogical strategies that respond to the needs of both learners and educators. Key instructional challenges addressed include large class sizes, learner heterogeneity, limited digital literacy, and insufficient feedback loops. Through the iterative stages of design thinking—empathizing, defining, ideating, prototyping, and testing—educators can systematically develop and refine solutions that address these complex issues. Within this framework, adaptive learning systems are positioned as critical enablers of personalized learning, offering differentiated pathways, real-time formative feedback, and data-driven instructional support. The review outlines a structured approach for integrating these systems into teaching practice, emphasizing the need to empower educators with actionable analytics, individualize learning trajectories, and cultivate inclusive classroom ecosystems. The findings underscore the pedagogical value of harmonizing design thinking with adaptive technologies to foster equity, responsiveness, and engagement in diverse educational settings. The review concludes that this integration transforms technology from a passive tool into an active pedagogical partner, with significant implications for educational innovation, teacher professional development, and policy frameworks aimed at advancing equitable, student-centered learning.

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.

(1) Background: This paper outlines key issues to consider when implementing Design Thinking methodology in health-based qualitative research to achieve a meaningful outcome. The purpose is to share our learnings with others. (2) Methods: Using the case study of an Australian region with high rates of chronic kidney disease, we describe a design-led methodological approach (co-design) that ensures end users remain central to research for the lifespan of the project; from conception of the research question and protocol design, through to solution generation and change implementation. (3) Results: Representation of the four Design Voices—people with lived experience, expertise, intent, and design knowledge—was imperative to minimise bias towards researchers as the main drivers of the project. A commitment to the five core elements of design thinking (empathising, defining, ideating, prototyping, and testing) was maintained throughout the research. Empathising through direct interaction with users was crucial to creating a meaningful understanding of their problems and challenges. Ideation ensured user-centred solution generation, with solutions aligned with addressing the ‘real’ problem and creating an improved future state. (4) Conclusions: Incorporation of Design Thinking principles in health research is a valuable adjunct to traditional qualitative methodologies, with the potential to facilitate meaningful outcomes for people in our community experiencing a wicked health problem.

In the past 10 years design thinking has become a popular buzzword in the design and business communities alike. While much has been written on the subject in both academic and popular literature no consensus has been reached as to its actual definition and nature. The following study employs a semiotic analysis in order to identify lexical patterns that can provide us with insight into many underlying principles of design thinking.