Decoding design thinking: Common threads for technology education

The integration of design as a fundamental aspect in technology education curricula is
evident worldwide, though the terminology varies across different contexts. The term
design thinking is widely used to describe a framing of the design-related activity
within this field; however, other terms exist and interpretations of what these
encompass differ. Various frameworks exist to describe or explain the components of
design, each offering unique perspectives and emphasising different aspects of the
process. Despite its growing prominence, there remains a lack of consensus regarding
the terminology and exact nature of design (thinking, process, framework), which
creates challenges in both its implementation and assessment within educational
settings. The explicit inclusion of design thinking in curricula, along with its lack of
explanation, highlights the need for a clearer, more comprehensive understanding of
the concept, as well as similar concepts. These differing phrasings and viewpoints leave
an ambiguity on what design thinking entails, making it difficult to investigate its
associated skills when their definitions remain uncertain. Without a well-defined and
commonly accepted framework, meaningful connections between design thinking and
broader educational goals cannot be effectively explored.
Given the existence of multiple design frameworks, this paper seeks to identify
commonalities among them and pinpoint shared components and points of departure
across different design thinking models. A rapid review was conducted to examine the
nature and application of design thinking frameworks in technology education in recent
years. The findings provide an overview of these frameworks, with a more detailed
focus on key components that frequently emerge. Ultimately, this paper contributes to
a broader understanding of design thinking by highlighting its core components, shared
principles, and implications for technology education.