Exploring Design Thinking Trends in Education: A Systematic Literature Review of Web of Science-Indexed Journals in Instructional Design and Instructional System Design
The use of Design Thinking in education has been in the spotlight as a relevant problem-solving method. Problem-solving ability is one of the essential competencies in the context of 21st century education. This study uses content analysis of a number of articles contained in the Web of Science (WO...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Lembaga Pendidikan Islam Ma'aarif NU Kabupaten Magetan
2023-12-01
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| Series: | Edukasia |
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| Online Access: | https://www.jurnaledukasia.org/index.php/edukasia/article/view/609 |
| Summary: | The use of Design Thinking in education has been in the spotlight as a relevant problem-solving method. Problem-solving ability is one of the essential competencies in the context of 21st century education. This study uses content analysis of a number of articles contained in the Web of Science (WOS) database, with the main focus on the application of Design Thinking (DT) within the framework of Instructional Design (ID) and / or Instructional System Design (ISD). This study aims to complement an earlier report, "Design Thinking in Education: Perspectives, Opportunities and Challenges" (Panke, S., 2019), which had investigated the role of DT in education. Although the number of publications specifically exploring DT in ID and ISD is still limited, research trends show a significant increase year on year. Based on search results, publications exploring the use of DT in ID and ISD tend to be qualitative, often in the form of diverse case studies. Several publications highlight subjects and materials aimed at improving learners' competencies, learning processes, and learning design. However, publications focusing on the role of the learning designer are still relatively limited. Several recommendations have been put forward for future research, with the aim of supporting the adoption of DT by Instructional Designers as a key focus. These findings will provide valuable insights for future developments in the use of Design Thinking in Education.
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| ISSN: | 2721-1150 2721-1169 |