Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education
Abstract This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of...
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| Format: | Article |
| Language: | English |
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Springer Nature
2024-02-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-024-02813-z |
| _version_ | 1797275448028168192 |
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| author | Chia-Chi Wang |
| author_facet | Chia-Chi Wang |
| author_sort | Chia-Chi Wang |
| collection | DOAJ |
| description | Abstract This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of an interdisciplinary program course at a university in southern Taiwan from September to December 2022, involved data collection through field observations, in-depth interviews, and document analysis. All data were transcribed verbatim, coded, and triangulated to enhance research validity. The findings suggest that design thinking serves as an effective methodology for interdisciplinary curriculum design and teaching. It emphasizes the integration of practice and application to facilitate students’ interdisciplinary collaboration and co-creation. Additionally, the study evaluates teaching strategies, with a focus on the role of visual tools, communication, and on-site observation. The insights gained from this research provide valuable perspectives on challenges in interdisciplinary teaching, particularly in a post-pandemic context. They guided the development of effective practices in Taiwan and beyond, addressing crucial aspects such as the roles of instructors, resource allocation, and the cultivation of interdisciplinary talent. The study emphasizes the continuous need for adaptation and the prioritization of depth in learning outcomes. |
| first_indexed | 2024-03-07T15:14:30Z |
| format | Article |
| id | doaj.art-dbf1595d1a094750a5b9351040a64897 |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-03-07T15:14:30Z |
| publishDate | 2024-02-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-dbf1595d1a094750a5b9351040a648972024-03-05T18:00:48ZengSpringer NatureHumanities & Social Sciences Communications2662-99922024-02-0111111310.1057/s41599-024-02813-zUsing design thinking for interdisciplinary curriculum design and teaching: a case study in higher educationChia-Chi Wang0Department of Education, National Kaohsiung Normal UniversityAbstract This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of an interdisciplinary program course at a university in southern Taiwan from September to December 2022, involved data collection through field observations, in-depth interviews, and document analysis. All data were transcribed verbatim, coded, and triangulated to enhance research validity. The findings suggest that design thinking serves as an effective methodology for interdisciplinary curriculum design and teaching. It emphasizes the integration of practice and application to facilitate students’ interdisciplinary collaboration and co-creation. Additionally, the study evaluates teaching strategies, with a focus on the role of visual tools, communication, and on-site observation. The insights gained from this research provide valuable perspectives on challenges in interdisciplinary teaching, particularly in a post-pandemic context. They guided the development of effective practices in Taiwan and beyond, addressing crucial aspects such as the roles of instructors, resource allocation, and the cultivation of interdisciplinary talent. The study emphasizes the continuous need for adaptation and the prioritization of depth in learning outcomes.https://doi.org/10.1057/s41599-024-02813-z |
| spellingShingle | Chia-Chi Wang Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education Humanities & Social Sciences Communications |
| title | Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education |
| title_full | Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education |
| title_fullStr | Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education |
| title_full_unstemmed | Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education |
| title_short | Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education |
| title_sort | using design thinking for interdisciplinary curriculum design and teaching a case study in higher education |
| url | https://doi.org/10.1057/s41599-024-02813-z |
| work_keys_str_mv | AT chiachiwang usingdesignthinkingforinterdisciplinarycurriculumdesignandteachingacasestudyinhighereducation |