A Systematic Review on Design Thinking Integrated Learning in K-12 Education

Abstract

Design thinking is regarded as an essential way to cultivate 21st century competency and there has been a concomitant rise of needs and interest in introducing K-12 students to design thinking. This study aimed to review high-qualified empirical studies on design thinking integrated learning (DTIL) in K-12 education and explore its future research perspectives. After a systematic search in online database via a keyword search and snowballing approach, 43 SSCI journal papers with 44 studies were included in this review. The results indicate that: (1) There has been a growing popularity of integrating design thinking into K-12 education over the past decade, and most empirical studies target middle school students with small group size and a short period; (2) Studies tend to pay more attention to STEM related curriculum domains by incorporating non-unified design thinking models or processes, and the core concepts of design thinking in K-12 education have been frequently valued and pursued including prototype, ideate, define, test, explore, empathize, evaluate, and optimize; (3) The mostly evaluated learning performances are design thinking, followed by emotional/social aspect, subject learning performance and skill. For evaluation, qualitative assessments are used more frequently with instruments like survey/questionnaire, portfolio, interview, observation, protocol analysis, etc. (4) interventions with non-experimental study, formal classroom setting, collaborative learning, and traditional tools or materials have been mainly applied to the open-ended and challenging activities in real situated DTIL. Overall, the 43 papers suggest that design thinking shows great educational potential in K-12 education, however, the empirical evidence that supports the effectiveness of DTIL is still rather limited. Research gaps and future directions derived from reviewed papers are also discussed.