Design thinking in education: a paradigm shift in language learning

Deborah Swallow, Barry Tomalin

Research output: Contribution to journalArticlepeer-review

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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 languageEnglish
Pages (from-to)86-94
Number of pages9
JournalTraining, Language and Culture
Volume8
Issue number4
DOIs
Publication statusPublished - 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

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