DESIGN THINKING IN TEACHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

نویسندگان

  • Meriem Harabi University of Carthage, Tunis, Tunisia

DOI:

https://doi.org/10.46827/ejes.v13i6.6699

کلمات کلیدی:

design thinking, teacher education, creativity, reflective practice, professional development

چکیده

Design Thinking (DT) has emerged as a human-centered, iterative approach with the potential to transform teacher education by fostering creativity, reflective practice, and technology-enhanced pedagogy. Despite growing interest, empirical evidence regarding DT’s impact on teacher learning and professional development remains fragmented and conceptually inconsistent. This systematic literature review synthesizes findings from 34 empirical studies published between 2018 and 2025, following PRISMA 2020 guidelines and employing JBI quality appraisal standards. The synthesis identifies three core mechanisms through which DT influences teacher learning: empathy-driven reframing of learner needs, adaptive expertise through iterative experimentation, and collaborative sense-making within professional communities. Findings indicate that DT enhances creative confidence, learner-centered mindsets, reflective practice, and digital pedagogy skills among both pre-service and in-service teachers. However, adoption is constrained by systemic barriers, including rigid curricula, limited institutional support, and cultural resistance to non-traditional pedagogies. Effective implementation strategies include DT-infused curriculum modules, faculty learning communities, hybrid project-based approaches, and DT-TPACK frameworks. This review contributes to the development of a multi-level conceptual model of DT in teacher education that integrates micro-level teacher learning mechanisms, meso-level program and institutional structures, and macro-level cultural and policy conditions. By connecting empirical evidence with theories of teacher professional learning, this synthesis deepens understanding of DT not only as a pedagogical approach but also as a driver of professional identity transformation. Implications for teacher educators, institutions, and policymakers are discussed, alongside directions for longitudinal, cross-cultural, and technology-integrated research in teacher education.

بیوگرافی نویسنده

  • Meriem Harabi، University of Carthage, Tunis, Tunisia

    Meriem Harabi, PhD in didactics of physics and technical sciences, is a part-time lecturer at the University of Carthage and a certified Google PMP. She specializes in strategic monitoring and technology transfer, coordinates Erasmus+ CBHE projects, and researches knowledge construction, university teaching practices, and digital pedagogical innovation in higher education.

    ORCID: https://orcid.org/0009-0000-7706-4975

    Email: harabi.myriem2@gmail.com

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دانلودها

چاپ شده

2026-05-06

شماره

دوره 13 شماره 6 (2026)

نوع مقاله

Articles

مجوز

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