Design Thinking in educational publications: A document analysis of books issued by Turkish Public Institutions and implications for the Technology and Design course

Abstract

This research aims to investigate how the design thinking (DT) approach in education is defined and implemented in related books published by public institutions in Türkiye. The document analysis method, a qualitative research method, was used for data collection and analysis. Seven books published by the Republic of Türkiye Ministry of National Education (MONE) and the Scientific and Technological Research Council of Türkiye (TÜBİTAK) were selected as the data. Findings indicate that DT is perceived as a human-centered and interdisciplinary problem-solving process that requires a set of skills and mindsets and incorporates some values ​​associated with 21st-century skills. In the books, the matter of how to develop a designer’s mindset and skills in non-designers – teachers and students – is generally overlooked or under-emphasized. Therefore, the DT approach in education is not comprehended and practiced as a holistic approach that requires the interaction between relevant processes, mindsets, and tools. Considering the findings, incorporating the human-centered, experimental, and collaborative characteristics of the DT approach into the educational culture or teaching method can help teachers and students to adopt DT as a holistic approach rather than just a problem-solving process. The DT approach can also be employed as a tool to establish a context for technology teaching or integration. In line with this, some strategies are proposed to strengthen the integration of the DT approach within Technology and Design education. This research is considered significant in terms of providing teachers with a perspective on the DT approach and how it is integrated into Technology and Design education