Perceptions of Design Thinking Implementation in Ecuadorian EFL Classrooms

Abstract

This study explores Ecuadorian university teachers’ perceptions of applying the Design Thinking (DT) approach in English as a Foreign Language (EFL) classrooms. In the Ecuadorian labor market, employers increasingly demand graduates who demonstrate not only linguistic proficiency but also critical thinking, collaboration, adaptability, and problem-solving skills. However, many university EFL programs continue to rely on traditional, teacher-centered practices that may not fully respond to these professional demands. Teachers therefore recognize the need for innovative pedagogical approaches capable of aligning language instruction with workplace competencies, and DT emerges as a promising alternative. Grounded in a mixed-methods research design, the study investigates how teachers implement the five stages of Design Thinking and how they perceive its impact on students’ EFL skill development, benefits, and contextual challenges. Unlike intervention-based research, this study does not implement a controlled experimental treatment; rather, it examines teachers’ reflective experiences and professional judgments regarding the integration of DT into their existing pedagogical practices. Qualitative data were collected through semi-structured interviews with university EFL instructors, while quantitative data were obtained through a structured survey examining perceptions of improvements specially in speaking, listening, reading, writing, and vocabulary. Findings indicate strong perceived enhancement in oral communication fluency and confidence, engagement, alongside increased learner autonomy and critical thinking. Despite constraints related to time and curriculum alignment, teachers perceive DT as a transformative and context-responsive framework for Ecuadorian public university EFL settings.