Design Thinking (DT) is a design process originally used in the conception and validation of innovative and technologically efficient human-centered solutions for ill-formed problems. Being an iterative and collaborative process with a human point of view, DT allows adopters to improve several intrapersonal and interpersonal skills, like collaboration, creative thinking, leadership, presentation, project management, ethics, storytelling, negotiation, empathy, willingness to learn, etc. As such, DT has been adopted in several other areas and has also become highly relevant in educational contexts to develop the aforementioned skills in students. It has also been shown to contribute to minimizing the school dropout problem by keeping students motivated and integrated in the school context.
Nevertheless, to be successfully implemented, DT requires that the overall educational context is adapted and that teachers are trained to be able to guide, support, and give feedback to students. With that objective in mind and following an analysis of the current situation in secondary education schools in four European countries, a teacher training model was designed to organize and systematize the process of developing teachers’ abilities to manage an educational DT approach. This article presents the analysis of the current situation from the point of view of teachers and students and gives some hints on the resulting teacher training model for integrating Design Thinking skills within secondary education.
Keywords: Design Thinking; active learning; secondary education
How to cite this paper:
Novo, C.; Tramonti, M.; Dochshanov, A.M.; Tuparova, D.; Garkova, B.; Eroglan, F.; Ugras, T.; Yücel-Toy, B.; Vaz de Carvalho, C. Design Thinking in Secondary Education: Required Teacher Skills. Educ. Sci. 2023, 13, 969. https://doi.org/10.3390/educsci13100969
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