Abstract
This study proposes a cognitive framework for design thinking education that translates expert-derived strategies into systematic, classroom-ready moves. Drawing on in-depth interviews with experienced design thinking educators in higher education, a reflective thematic analysis surfaced seven themes and sixteen persuasive strategies from teaching practices developed through university-level design thinking workshops and courses: simplifying processes, bridging gaps, constructing repetitive experiences, providing contextual empowerment, adding evaluation criteria, changing perspectives, and introducing breakthroughs. Three teaching mindsets anchor these strategies: lowering the entry threshold, expanding engagement with complex, public-facing issues, and foregrounding authentic, first-hand experience. Integrating these strategies with pedagogical content knowledge supports plural pedagogies and situated learning across diverse settings. The resulting framework enables educators to design transformative learning environments within design education, positioning learners and partners to respond more effectively to the challenges of the VUCA era.
Keywords
Design Thinking Education, Plural Pedagogies, Active Learning Strategies, Interdisciplinary Teaching Practices, Cognitive Engagement
DOI
https://doi.org/10.21606/drs.2026.769
Citation
Ma, M., Hsieh, E., Huang, P., and Chih, J. (2026) Cultivating a Teaching Mindset: Persuasive Strategies for Developing Design Thinking Skills, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.769
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Cultivating a Teaching Mindset: Persuasive Strategies for Developing Design Thinking Skills
This study proposes a cognitive framework for design thinking education that translates expert-derived strategies into systematic, classroom-ready moves. Drawing on in-depth interviews with experienced design thinking educators in higher education, a reflective thematic analysis surfaced seven themes and sixteen persuasive strategies from teaching practices developed through university-level design thinking workshops and courses: simplifying processes, bridging gaps, constructing repetitive experiences, providing contextual empowerment, adding evaluation criteria, changing perspectives, and introducing breakthroughs. Three teaching mindsets anchor these strategies: lowering the entry threshold, expanding engagement with complex, public-facing issues, and foregrounding authentic, first-hand experience. Integrating these strategies with pedagogical content knowledge supports plural pedagogies and situated learning across diverse settings. The resulting framework enables educators to design transformative learning environments within design education, positioning learners and partners to respond more effectively to the challenges of the VUCA era.