A systematic review of Design Thinking as a pedagogical strategy in higher education learning experiences

Abstract

Design Thinking is conceptually broad and is often treated as a process, a mindset, a method, or a pedagogical framework, with no clear distinctions among them. This systematic review investigates whether Design Thinking (DT) is associated with learning experiences in higher education. The review examines how DT strategies are integrated into instructional practices and their influence on student engagement, creativity, academic satisfaction, and learning outcomes. Drawing on evidence from 27 empirical studies, it shows Design Thinking has been implemented through project-based learning, design studio pedagogy, flipped learning, STEAM integration, and culturally relevant methods. The review finds that Design Thinking-based instruction was reported to support student motivation, collaboration, problem-solving, creativity, critical thinking, and ownership of their learning. The review recommends further research into DT’s effectiveness using a clear measurement model, contextual variations of DT, comparative Design Thinking with non-DT active learning strategies, and longitudinal effects on student learning.