Traditional education (knowledge transference model) faces changes worldwide; current educators deal with high rates of knowledge generation and technological change demanding continuous knowledge updating; concurrently, digital born generations behave and interact different than their elders creating a gap with their teachers that traditional ways of teaching cannot solve. Furthermore, today’s world of work demands team and net working competences, being communication skills the basis for collaboration. In fact, the shift from a business paradigm based on information to another based on innovation requires skills that are not embedded on traditional professions, being creativity the most important of them. In summary, present world and market demands, “do not match” educational offer, reflecting traditional educational model’s obsolescence.
On the other hand, design practice performs several characteristics that are being successfully used to cope with the problems previously described. Design methods and designerly approaches for solving problems are currently being used into other areas, such as business and education, broadening the design domain. The use of “design thinking” on dealing with complex problems of different nature and scope, allows solving them creatively, encouraging team and cross-disciplinary work on achieving innovation.
The research aims to identify and outline best practices on current education courses in which design thinking has been implemented as a new way of learning. It intends to identify a core of knowledge that can be used for implementing design-based learning on formal taught courses. The aim is to provide a clear understanding of the concepts, tools, methods, learning styles and mind sets present in design thinking, regarding design-learning approach as transferable knowledge.