Abstract
Over the past decades, Design Thinking (DT) has become one of the most widely circulated concepts at the intersection of design, innovation, education, and organisational change. Originally rooted in design methodology and in scholarly attempts to understand designers’ cognitive processes, DT has progressively expanded beyond the design discipline, gaining visibility in fields such as management, engineering, entrepreneurship, and public policy. Without a question, this growth has helped design become recognised as a strategic approach to solving challenging issues. At the same time, it has intensified a persistent tension between the popularisation of Design Thinking and the preservation of its academic and epistemic rigour.
DOI
https://doi.org/10.21606/drslxd.2025.004
Citation
Tschimmel, K.(2025) From Design Cognition to Human-AI Co-Creation: Reflections on Design Thinking in Higher Education, in Violeta Clemente, Gonçalo Gomes, Miriam Reis, Silvina Félix, Soraia Ala, and Derek Jones (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.004
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Full Paper
From Design Cognition to Human-AI Co-Creation: Reflections on Design Thinking in Higher Education
Over the past decades, Design Thinking (DT) has become one of the most widely circulated concepts at the intersection of design, innovation, education, and organisational change. Originally rooted in design methodology and in scholarly attempts to understand designers’ cognitive processes, DT has progressively expanded beyond the design discipline, gaining visibility in fields such as management, engineering, entrepreneurship, and public policy. Without a question, this growth has helped design become recognised as a strategic approach to solving challenging issues. At the same time, it has intensified a persistent tension between the popularisation of Design Thinking and the preservation of its academic and epistemic rigour.