| Author: | Li, Yating |
| Title: | Nurturing design thinking in design education in China |
| Advisors: | Ma, Henry (SD) |
| Degree: | Ph.D. |
| Year: | 2025 |
| Department: | School of Design |
| Pages: | xii, 255 pages : color illustrations |
| Language: | English |
| Abstract: | Nurturing design thinking is widely discussed in educational research. However, there is a significant gap in pedagogical studies within this field in mainland China, with existing studies focusing primarily on theory. To address this lack of empirical research, a qualitative methodology was employed to identify educators' understanding of design thinking, their pedagogies, students' understanding, and the impact on students' problem-solving approaches. The study selected 23 design courses across higher educational institutions in China, categorized into three clusters. In clusters 1 and 2, design thinking is an important teaching component. Cluster 1, which includes 10 project-based courses, focuses on identifying teachers’ understanding of design thinking and their pedagogies, as well as students' understanding and its internalization in problem-solving. Cluster 2 consists of 10 lecture-based courses, aiming to further explore teachers' understanding. Cluster 3 includes three project-based courses that do not explicitly mention design thinking, identifying how it is nurtured through practice. Multiple data collection methods were employed. In clusters 1 and 3, data were collected from 13 educators and 93 students using documentation techniques, semi-structured interviews, and the experience sampling method. Each educator took one interview. Each student took two interviews at different points in the course. Various documents such as course materials, student notes, reflective journals, assignments, and design works were collected. In cluster 2, document analysis was used. A pilot study of two courses in cluster 1 confirmed feasibility of the research design, particulary data collection methods. Subsequently, interview questions were refined for clarity. These refined questions were implemented in the other 11 courses in clusters 1 and 3. Once all data were collected, thematic analysis was employed. Findings reveal different understandings and pedagogies of design thinking among teachers, varying levels of student understanding, and various impacts on students' problem-solving approaches, mindsets, and attitudes. This study contributes significant knowledge on nurturing design thinking within higher educational institutions in mainland China. |
| Rights: | All rights reserved |
| Access: | open access |
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