Examining Educational Approaches and Learning Outcomes of Design Thinking in K-12: A Systematic Literature Review

Abstract

Design thinking (DT) serves as a fundamental pedagogical framework structuring learning processes in K-12 education, primarily aiming to equip students with 21st-century competencies and foster human-centered solutions to real-world challenges. This systematic literature review synthesizes 37 qualifying journal articles indexed in the Web of Science database and published between 2016 and 2026 to examine the scope of DT, the educational approaches used, the intended learning objectives and the documented learning outcomes as independent analytical dimensions, and future research directions. The studies are predominantly characterized by mixed-methods and qualitative designs, focus primarily on the middle school level, and center on STEM/STEAM disciplines. DT is frequently integrated with complementary frameworks such as the Engineering Design Process. The most frequently targeted learning objectives concern cognitive skills, 21st-century competencies, and STEM/STEAM skills; analyzed independently, the most prominent reported learning outcomes concern cognitive skills, 21st-century competencies, and affective development. To fully realize DT’s substantial potential for improving educational outcomes, future research must address its systematic curricular integration, examine longitudinal impacts, and strengthen teachers’ pedagogical content knowledge. Promising avenues for prospective inquiry remain particularly open within the categories of “Research Design and Methodology” and “Pedagogy and Teaching.”