Thinking creatively, solving complex problems, and working in teams… all add up to Design Thinking (DT). A study conducted by the Escuela Superior Politécnica del Litoral (ESPOL) and Ghent University provides a step-by-step guide for teaching this methodology as a university course.
The main objective of this study is to share the implementation of DT in the first year of all undergraduate programs at ESPOL, considering that previous research has shown that this course fosters essential DT skills in a world of constant change, allowing students to build their own knowledge through experiential learning.
In practice, this study offers insights into how to structure and implement an effective Design Thinking course in university settings, providing a model that can be transferred to other institutions. It offers a clear framework for instructors who wish to replicate or adapt this methodology in different educational contexts. From a theoretical perspective, this study contributes to the understanding of how DT aligns with constructivist learning approaches.
Transforming the Classroom into a Real Innovation Space
Since its implementation, the DT course has transformed the way students approach both academic and real-world challenges. Every semester, nearly 1,000 students work in multidisciplinary teams to solve real problems posed by external organizations, such as NGOs, small businesses, and foundations.
In terms of satisfaction, surveys conducted at the end of the course show that over 85% of students reported feeling more motivated to apply DT in other academic and professional contexts. On the other hand, the organizations that collaborated as project sponsors also reported benefits, as they gained fresh ideas and innovative solutions for their challenges.
A Step-by-Step Approach to Developing 21st-Century
ESPOL's Design Thinking course demonstrates that it is possible to teach complex skills in a structured and effective way. Its success lies in combining a hands-on approach, working with real problems, and using a student-centered methodology. This model can serve as inspiration for other educational institutions looking to prepare their students for 21st-century challenges.
The course follows the six-phase Design Thinking process:
- Research: Students collect relevant information to understand the context of a problem.
- Empathize: They learn to put themselves in the users' shoes, understanding their needs and emotions to gain insights.
- Define: They reformulate the problem based on their previous findings.
- Ideate: They generate creative ideas for possible solutions.
- Prototype: They build prototypes to make their ideas tangible.
- Validate: They test their prototypes with real users and adjust their proposals based on feedback.
The practical, student-centered approach ensures that students not only acquire theoretical knowledge but also develop key transversal competencies for their professional future. The impact of this approach has already been demonstrated in previous research, making it a key driver of 21st-century education.
