Utilizing Design Thinking to Create Digital Self-Directed Learning Environment for Enhancing Digital Literacy in Thai Higher Education

ContextThere is growing interest and importance for responsible research and innovation (RRI) among academic scholars and policy makers, especially, in relation to emerging technologies in the agricultural context. While the evolution of smart technologies in agriculture has led to an increase of available solutions that can be used by farmers, the RRI process of new farming technology has been minimally detailed in research contributions to date. ObjectiveThis paper thus aims to describe the first 3 phases of a design thinking process to aid with the development of an agricultural innovation, namely, a geotag photo application for use on smart devices. MethodsThe design thinking approach involved engaging with target users, such as farmers, farm advisors and inspectors, alongside research scientists, app developers and the national agricultural governing body in Ireland to commence the app development process. This paper describes methodology used to elicit the first three major phases of the design thinking approach: empathise, define and ideation. In the first phase a stakeholder mapping activity was conducted, as well as 7 focus groups and 10 interviews with users and other key actors regarding the challenges and needs related to using the app. The define phase included a reflection of results from the first phase and subsequent development of user-personas and problem statements to inform the third phase. The third phase, ideation, consisted of four interactive user-centred workshops, focusing on app needs, in which ideas and solutions were developed and prioritised. Results and conclusionsThe design thinking approach supported multiple stakeholders to express and evaluate the benefits and challenges they associated with the initial development phases involved in designing a new geotag photo app. It also revealed that, by including farmers and additional actors in developing new farming technology enables technology developers to harness the full value of multiples types of knowledge and expertise. In conclusion, future research on innovation development should consider that by enabling engagement among a wide variety of actors, such as that offered by the initial stages of design thinking, and attending to a greater diversity of values is essential to the development of a responsible, and responsive, digital tool. SignificanceThis study is the first to methodically document the early stages of developing a geotag smartphone app using a design thinking approach. This paper will therefore benefit other scholars aiming to include farmers, and other agricultural stakeholders to have an input on the agri-tech development decisions that will ultimately impact their farming lives.

Reflection on current practices is key to the transformation of teachers into reflexive practitioners. This study describes how design thinking was integrated in Schön's ‘reflection in and on’ model, to transform traditional teaching of Biology into constructivist learning. As a first step, the reflection model was used to identify limitations in the current practices of a teacher educator by analysing (i) a critical incidence which took place during a practical biology lesson at undergraduate level, (ii) students’ voices through a focus group discussion, and (iii) feedback of an assigned external observer. Analysis revealed that the teaching strategies, resources, and assessment strategies were mostly teacher-centred and do not provide enough opportunities for students’ engagement and development of key scientific inquiry skills. To address the identified pedagogical limitations, this research work employed a case study methodology to showcase the efficiency of using the ‘design thinking approach’ as an underlying and alternative process to transform constructivist learning into action.The findings showed that the use of design thinking as a meta-disciplinary methodology allows the transformation of the constructivism theory into action and thus offers teacher educators the needed support through a formalised process to engage students in the learning of biology.

The rapid development of science, technology, and digital multimedia has made adjustments in all areas of design. Its ramifications and forms are deeply influenced by digital media, making new demands on teaching. A renewed society regulates new modes of teaching to produce applicants capable of adapting to the development of modern society and responding to the needs of the market. The article aims to present the impact of the development of modern digital media technologies on the teaching of modern fashion design at Kyiv National University of Culture and Art and to analyze the methodological problems of design thinking. The novelty of the work is the consideration of a new mode of teaching that is suitable for digital media art design from the perspective of design thinking methodology. The result of the work is the connection between the modes of design and the development of creative projects in the perspective of the model of homogeneous synthesis of the use of design thinking methodology and digitalization. The feasibility of the methodology synthesis is revealed in the results of the experiment, which involved 30 students from three faculties of Kyiv National University of Culture and Art. The groups took a combined bachelor's and master's degree course in design engineering, aimed at developing the best final project. Students combined this course with incorporating a design thinking approach. The best project was demonstrated by the group that focused the most on the use of design thinking and creativity and was guided in the design development by one of the basic components of design thinking, empathy. Taking the perspective of incorporating design thinking into the learning process can identify the next steps that can assess a future professional's life trajectory as well as address topics such as recognition, memory, and future development perspectives.

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 user interface is an influential element in software applications. A well-designed user interface will potentially increase the usability of software applications. Therefore, user interface designers should deliberate when considering which approach and method to implement for designing user interfaces. Design thinking is currently a widely followed approach in user interface design practices. Hence, this study aimed to explore research trends and current practices of design thinking approach for user interface design. This study employed a systematic literature review following the Kitchenham method. This study found 39 articles deemed relevant to the design thinking approach. In general, our study found five common stages broadly mentioned in the articles, i.e., empathize, define, ideate, prototype, and test. The most widely practiced method during those five stages is interview, user persona, brainstorming, user interface, and usability testing. However, there is no consensus on what kind of stage(s) and which method(s) should be employed when following the design thinking approach for user interface design. Therefore, it will depend on the designer's decision in choosing which stage(s) and their related method(s) will be employed.

Purpose The double threat of unequal job opportunities for persons with disabilities (PWDs) and the lack of professional training to use innovative technologies at work have led to multiple calls to promote inclusivity at work. PWDs are underrepresented in the workforce and often face discrimination by employers. One way PWDs have responded to their limited employment within organisations is by pursuing self-employment or business creation. Higher education institutions (HEIs) and technical and vocational education and training (TVET) institutions are expected to embrace new pedagogies facilitated by digital technologies to promote creativity in business among PWDs. While many studies have explored the potential of entrepreneurship education in equipping PWDs with the requisite skills and knowledge to become successful entrepreneurs, the aspect of technology has been largely overlooked. In this study, we employ a design thinking (DT) approach to propose a metaverse-based entrepreneurship education for disabilities (MEED) framework aimed at fostering inclusive innovation and entrepreneurship for vulnerable populations such as those with disabilities. Results: By leveraging metaverse technology based on the DT principle of empathy, entrepreneurship education for PWDs can be transformed to create lifelong learning opportunities. This approach enables seamless interactions and immersive learning experiences that support the educational needs of all learners. Implications Different entrepreneurship learning opportunities and scenarios for different disabilities are presented. Future research areas and possible implications are also discussed.

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.

Innovation is fuel for the sustainability and competitive advantage of an organization. Practitioners have proposed several tools to promote innovation in an organization. The design thinking framework is one approach for problem-solving that can lead to innovations. Some industries have already matured in practicing the design thinking approach, while others are in the nascent stage and still exploring the benefits of creating more innovations. This article puts forwards a systematic literature review followed by a bibliometric analysis on adoption of a design thinking approach for fueling innovation and solving complex problems in different domains. The present study also gives an overview of the penetration of the design thinking approach in various industries and domains. The literature review reveals that design thinking is practiced in almost all industry segments, with more evidence in education and healthcare and an upward trend in user-centered design and complex problem-solving.

The implementation of hospital information systems in the digitalization-based era, including medical records, currently shows that there is a need for nursing education to focus on information education, including developing electronic-based practical student nursing care applications. This research aimed to design the user interface and user experience of electronic nursing documentation, named "The ENC". The ENC (electronic nursing care) with a design thinking approach. Designing the user interface (UI) and user experience (UX) used a design thinking approach consisting of empathize, define, ideate, prototype and test. Data collection was carried out at the empathize stage using content questionnaires and interviews. UI/UX design using the Figma application. Application testing with nursing student users based on predetermined scenarios. The ENC (electronic nursing care) application design uses the design thinking method to produce an application prototype that adapts to the needs of nursing students. To validate the efficacy of The ENC application, testing was conducted with nursing student users through predetermined scenarios. The design thinking approach facilitated the creation of an application prototype attuned to the specific requirements of nursing students. Following this, a comprehensive survey involving 30 nursing students was conducted to assess usability, quality, and satisfaction with the application's UI/UX, thereby capturing both positive and negative feedback. The ENC application adapts to the needs of nursing students to ease the transition from paper-based to electronic-based documentation, increase acceptance of the application, and increase its use in the clinical environment.

Reducing Time to Chemotherapy Administration in the Outpatient Setting of a Tertiary Cancer Centre Using a Design Thinking Approach

This research raises the issue of high sugar consumption which has a negative impact on public health. Data shows that sugar consumption in Indonesia is very high, making it one of the countries with the largest sugar consumption in the world. To overcome this problem, establishing a low-sugar dessert business is a very relevant solution. In this research, researchers used a qualitative descriptive method by adopting the Design Thinking approach as the main approach. Design Thinking is used to understand consumer needs and preferences and develop dessert products that are low in sugar but still delicious and satisfying. This method involves five stages, namely, empathy, defining the problem, ideation, prototyping, and testing. The research results show that the Design Thinking approach is successful in creating low-sugar dessert products that are well received by the market. The products resulting from this process not only meet health criteria but also satisfy consumer tastes, making them an attractive alternative to healthier desserts. This research also provides valuable insight into the market potential for low-sugar desserts and supports efforts to increase awareness of healthy eating among the public.

Purpose of this conceptual study is the identification of design thinking approaches and underlying logic for increasing the value proposition to improve customer experience in today´s dynamic and fast-changing business environment. Method of research based on content analysis of distinctive streams in the literature on design thinking for delivering the increased value proposition. Core elements of design thinking were identified and combined with service-oriented thinking logics aiming at providing superior value proposition and thus to improve customer experience. Furthermore, the article elaborates on the delimitation of Design thinking from Designerly thinking, and a new model for enhancing customer value propositions, the wheel of Design thinking, was developed based on core elements of Design thinking approaches. This approach has a potential to shape and redefine existing markets and to improve adjustment of products and services to dynamic customers´ needs and demands.DOI: 10.15408/etk.v17i2.7311

Human mind thrives on distraction for a change. Yet, counterintuitively, any alteration from the regular or routine baffles mankind and is perceived by default as a problem that automates resistance. Conventionally defined problems generate conventional solutions which usually don't last. Contrarily, a problem defined by those most affected by it or by living the experience of the affected ones, yields richer insights providing far lasting solutions. The early 2020 quarantines and social distancing practices globally, in response to the spread of COVID-19 resulted in the major disruption of workflow worldwide across public and private sectors with the digitalized operations. To solve the problem resulting due to this scenario, the current study used a design thinking approach for innovative and lasting solutions with wide applicability. The human-centric core of this design investigates resistance to change due to the COVID-19 pandemic by understanding human mindsets, needs, and limitations. Engaging a purpose-led participatory research design, the qualitative data on why people resist change is collected using ethnographic tools with focus groups of employees from the Ministry of Education and the Ministry of Health. The quantitative data is collected including other public sectors using a survey. With a sample size of 34 participants who volunteered to take part in the study in a short span of time, the paper culminates in proposing solutions that can be prototyped for testing and refined before being generalized and acceptable for wider implementation. The design thinking approach adopted, thus aims to establish transition guidelines for managing future organizational change with minimal resistance.

This article describes the development of recommendations for using the project thinking approach in training and university education of future digital economy specialists. An overview of the key design thinking methodologies is presented. Recommendations for implementing the design thinking approach in academic disciplines are given through an example of a step-by-step description of a specific case. The design thinking approach aims to develop a person’s creative abilities through empirical rules and experience, emotional intelligence and recognizing the value of other people’s opinions. The article describes the methods used in design thinking: visualization tools (empathy, customer journey, and stakeholder maps), Customer Development tools, guerrilla ethnography, POV articulating, and rapid prototyping. The article also presents the primary tools used in design workshops for developing innovative ideas and adaptive problem solving. A case in formulating design thinking, titled “How can one improve the impression left on the students of professional refresher courses?” is detailed and accompanied by comments on the solutions the participants of presented design workshops.

Design thinking is a process based on a set of tools that encourage innovation and is advocated to be used to solve abstract and complex problems (Brown, 2019). It is a human-centered approach to innovation, the concept is based on understanding customer’s needs (IDEO, 2022). This interactive, creative, experimental, collaborative, and explorative can play very important role in designing assistive technologies. In this article, we present case study research where design thinking methodology is used to develop accessible technology- Morphic auto personalization. Morphic is a tool that helps to discover features in computers that make them easier to use, allows anyone to make frequently used features and functions easily available and allows accessibility settings to follow users to other computers (Morphic, 2022). Through this case study, we identify how the use of design thinking methodology supports the development IT accessible technology. This work implemented a protocol of guidelines developed by a group of experts in disability research, information technologies, design, and management. The team conducted 5 phases of design thinking: 1. Empathize—research users’ needs, 2. Define—state users' needs and the problems, 3. Ideate—challenge assumptions and create ideas, 4. Prototype—start to create solutions, 5. Test—try solutions (Kelley, Kelley, 2013).Design thinking approach helped to develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers. The research revealed knowledge gap that the development of assistive technology should enhance the voice of participants and consider their ideas, desires and needs. Design thinking approach can develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers.