Abstract
Many universities offer design thinking courses as part of their graduation programs which involve hands-on learning, interdisciplinary approach and international collaborations. In India, "Design Thinking", as a subject has been included in the curriculum of engineering and allied courses through the National Education policy (NEP 2020). The pedagogy for this course, must consider modern teaching methodologies, real-world applications, and tools that focus on engaging students and enhancing interaction. This paper focuses on suggesting a structure that guides students through the design thinking process while engaging them in practical environment that enhance interactive & innovative learning experiences. It also aims to evaluate the pedagogical effectiveness of the course based on students’ perceptions and feedback. The conclusions are based on mapping of course outcomes and thematic analysis from the responses of with positive feedback from 232 first year undergraduate students of engineering. Findings reveal that student engagement, creativity, and interdisciplinary collaboration is fostered through the course indicating pedagogical effectiveness. Use of interactive & creative teaching-learning tools, faculty traits and real-world applicability further promote conducive environment for an innovative and satisfactory learning experience for the students, while increasing contact hours and additional structured assignments were suggested as possible betterment of the course.
Author Information
Kshipra V. Moghe, COEP Technological University, India
Paper Information
Conference: SEACE2025
Stream: Teaching Experiences
This paper is part of the SEACE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Moghe K. (2025) Design Thinking in Higher Education: A Pedagogical Approach ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 197-210) https://doi.org/10.22492/issn.2435-5240.2025.19
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.19
Comments
Powered by WP LinkPress