Abstract
This study investigates the transformative potential of design thinking in language education. It identifies a research gap in the practical application of design thinking principles – originally developed for business innovation – to the challenges of language learning. The research aim is to examine how design thinking can address pedagogical, cognitive, and cultural barriers in language education, thereby promoting a learner-centred, adaptive environment. The methodology integrates qualitative case studies, including Innova Schools in Peru and Olympus Academy in New York, to illustrate design thinking’s application in diverse educational contexts. The five-stage framework of design thinking – empathy, define, ideate, prototype, and test – was applied to language learning scenarios, emphasising problem-solving and iterative improvement. Key findings show that incorporating design thinking supports language acquisition by aligning curricula with learner needs, promoting collaboration, and integrating AI-powered tools. These results suggest significant implications for curriculum design and teacher training as they provide a scalable model for addressing complex educational challenges.
Original language | English |
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Pages (from-to) | 86-94 |
Number of pages | 9 |
Journal | Training, Language and Culture |
Volume | 8 |
Issue number | 4 |
DOIs | |
Publication status | Published - 20 Dec 2024 |
Keywords
- collaborative learning
- curriculum
- design thinking
- human-centric solutions
- language learning
- problem-solving
- teacher-training
ASJC Scopus subject areas
- Cultural Studies
- Education
- Linguistics and Language