DESIGN THINKING IN TEACHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.46827/ejes.v13i6.6699Parole chiave:
design thinking, teacher education, creativity, reflective practice, professional developmentAbstract
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.Riferimenti bibliografici
Arrington, T.L., Willox, L. (2021). “I Need to Sit on My Hands and Put Tape on My Mouth”: Improving Teachers’ Design Thinking Knowledge, Skills, and Attitudes Through Professional Development. J Form Des Learn 5, 27–38. https://doi.org/10.1007/s41686-021-00054-w
Avsec, S. (2023). Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer. Sustainability, 15(2), 1163. https://doi.org/10.3390/su15021163
Baran, E., & AlZoubi, D. (2024). Design thinking in teacher education: Morphing preservice teachers' mindsets and conceptualizations. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2023.2170932
Blundell, C. N. (2022). A scoping review of design thinking in school-based teacher professional learning and development. Professional Development in Education, Taylor & Francis. https://doi.org/10.1080/19415257.2022.2132269
Blundell, C. N. (2024). Using design thinking to embrace the complexities of teacher learning-practice with digital technologies. Professional Development in Education, 51(3), 386–404. https://doi.org/10.1080/19415257.2024.2422063
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84. Retrieved from https://hbr.org/2008/06/design-thinking
Bush, S., Edelen, D., Roberts, T., Maiorca, C., Ivy, J. T., Cook, K. L., Cox, R. (2022). Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society. Pedagogies: An International Journal, 19(1), 60–79. https://doi.org/10.1080/1554480X.2022.2147937
Calavia, L., et al. (2023). Mandating DT modules in certification improves adoption. Teaching and Teacher Education, Elsevier. https://doi.org/10.1016/j.tsc.2022.101199
Chiu, T. K. F., Chai, C. S., Williams, P. J., & Lin, T. J. (2021). Teacher professional development on self-determination theory–based design thinking in STEM education. Educational Technology & Society, 24(3), 58–70. Retrieved from https://selfdeterminationtheory.org/wp-content/uploads/2022/02/2021_ChiuChaiWilliamsLin_TeacherProfessional.pdf
Cochran-Smith, M. (2021). Rethinking teacher education: The trouble with accountability. Oxford Review of Education, 47(1), 8-24.
Dewey, J. (1938). Experience and education. Simon & Schuster. Retrieved from https://books.google.ro/books/about/Experience_and_Education.html?id=oFZIAAAAMAAJ&redir_esc=y
Dimitriadis, Y., Martínez-Maldonado, R., Wiley, K. (2021). Human-Centered Design Principles for Actionable Learning Analytics. In: Tsiatsos, T., Demetriadis, S., Mikropoulos, A., Dagdilelis, V. (eds) Research on E-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_15
Garcia-Lopez, C., Mor, E., & Tesconi, S. (2020). Human-centered design as an approach to create open educational resources. Sustainability, 12(6), 2501. https://doi.org/10.3390/su12187397
Gleason, B., & Jaramillo Cherrez, N. (2021). Design thinking approach to global collaboration and empowered learning: Virtual exchange as innovation in a teacher education course. TechTrends, 65, 760–771. https://doi.org/10.1007/s11528-020-00573-6
Guaman-Quintanilla, S., Chiluiza, K., Everaert, P., & Valcke, M. (2018). Design thinking in higher education: a scoping review. Iceri2018 Proceedings, 2954-2963. https://doi.org/10.21125/iceri.2018.1663
Henriksen, D., Gretter, S., & Richardson, C. (2020). Design thinking and the practicing teacher: Addressing problems of practice in teacher education. Teaching Education, 31(2), 209–224. https://doi.org/10.1080/10476210.2018.1531841
Holden, M., Burns, A., Secreti, J., & Docherty, A. (2023). Design thinking as instructional design: Examining a professional learning community for pre-and in-service teachers. Teaching Education, http://dx.doi.org/10.1080/10476210.2023.2286354
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Page M. J., McKenzie J. E., Bossuyt P. M., et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 372. https://doi.org/10.1136/bmj.n71
Park, H., Kim, M. S., & Ifewulu, H. A. (2023). Reviewing design thinking in and out of education: Scientometrics and visualization. Research in Integrated STEM Education 1 p. 341-371. https://doi.org/10.1163/27726673-bja00012
Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved from http://www.battelleforkids.org/networks/p21
Phusavat, K., Hidayanto, A.N., Kess, P. and Kantola, J. (2019). Integrating Design Thinking into peer-learning community: Impacts on professional development and learning", Journal of Workplace Learning, Vol. 31 No. 1, pp. 59-74. https://doi.org/10.1108/JWL-03-2018-0055
Plattner, H., Meinel, C., & Leifer, L. (Eds.). (2009). Design thinking: Understand-improve-apply. https://doi.org/10.1007/978-3-642-13757-0
Razali, N. H., Ali, N.N. N., Safiyuddin, S. K., & Khalid, F. (2022). Design Thinking Approaches in Educationand Their Challenges: A Systematic Literature Review. Creative Education, 13, 2289-2299. https://doi.org/10.4236/ce.2022.137145
Retna, K. S. (2019). Thinking about “design thinking”: A study of teacher experiences. In Teachers’ perceptions, experience and learning (pp. 4-18). Routledge. http://dx.doi.org/10.1080/02188791.2015.1005049
Schmidberger, I.; Wippermann, S. (2024). Applying Design Thinking to Support Education for Sustainable Development in Higher Education. In: 10th International Conference on Higher Education Advances (HEAd’24). Valencia, 18-21 June 2024. https://doi.org/10.4995/HEAd24.2024.17073
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. https://doi.org/10.4324/9781315237473
Shively, K., & Palilonis, J. (2018). Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework. Journal of Education, 198(3), 202-214. https://doi.org/10.1177/0022057418811128
Simon, H. A. (1969). The sciences of the artificial. MIT Press. Retrieved from https://monoskop.org/images/9/9c/Simon_Herbert_A_The_Sciences_of_the_Artificial_3rd_ed.pdf
Topali, P., Ortega-Arranz, A., Rodríguez-Triana, M. J., Er, E., Khalil, M., & Akçapınar, G. (2024). Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review. Behaviour & Information Technology, 44(5), 1071–1098. https://doi.org/10.1080/0144929X.2024.2345295
Tseng, J. J., Cheng, Y. S., & Yeh, H. N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 138, 103-118. https://doi.org/10.1016/j.compedu.2018.09.022
Wang, X., Ratanaolarn, T., & Sitthiworachart, J. (2025). Integrating project-based blended learning and design thinking to enhance creativity and openness to experience. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2500760
Wrigley, C., Mosely, G., & Tomitsch, M. (2018). Design thinking education: A comparison of massive open online courses. She Ji: The Journal of Design, Economics, and Innovation, 4(3), 275-292. https://doi.org/10.1016/j.sheji.2018.06.002
Ye Wang (2023). Teachers' Design Thinking of Instructional Design in Higher Education. The Educational Review, USA, 7(12), 1896-1900. http://dx.doi.org/10.26855/er.2023.12.013
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
