The Implementation of Design Thinking in Education: Will it Serve the Purpose?

Abstract

The swift advancement of technology makes the challenges we face more difficult daily. Design Thinking or DT is the most efficient approach for tackling these wicked problems. DT has been identified by industries as an indispensable skill in the twenty-first century. Even though DT has been utilized broadly in industries, there is still an inadequate number of DT implementations in education, particularly in Malaysia. One of the explanations is because of stakeholder impressions. Stakeholders continue to have reservations and negative attitudes toward DT. This concept paper will explore the implementation of DT in education and the factors affecting the stakeholders’ refusal to implement it. The main argument for opposition to bringing DT into education is the convenience of utilizing the traditional problem-solving method rather than this novel approach, which is viewed as difficult to implement. Although DT is resource-intensive, it has its own sustainability because the approach is more flexible and can be revised based on the user's requirements. Hence, DT is more resource-economical than the traditional method. Confusion and misunderstanding about the execution of DT also contribute to educators' passive attitudes. DT is believed to be a privileged approach, yet the truth is it belongs to everyone.  There is also the query of whether the local culture affects the implementation of DT. While the practice of DT is flexible and adaptable, it is crucial to consider Malaysia's cultural context while incorporating it into the education system so that it is effectively assimilated and resonates with students' diverse cultural backgrounds.  DT is a theory that must be actively reinforced in schools to develop an empowered youth in the 21st century. DT is far greater than merely an approach to solving problems; it is a mentality that ought to be embraced in every aspect of life.