Design thinking in STEAM education curricula: development and evaluation of effectiveness

Abstract

The design thinking approach serves as a vital instrument for enhancing creativity, critical thinking, and social competence. This study investigates the impact of integrating design thinking into STEAM education curricula on the development of creative thinking, problem-solving abilities, and overall academic achievement. A quasi-experimental design was employed with 52 participants, divided evenly into control (n=26) and experimental (n=26) groups. The study was conducted in phases. The initial phase included the development of an adapted curriculum, instructional materials, and evaluation tools. Subsequently, pretests and post-tests were administered using the TTCT and WGCTA scales. In addition, a questionnaire was utilised to assess students' perceptions of the design thinking methodology. The results revealed that embedding design thinking into the STEAM curriculum significantly improved creativity (TTCT: +7.2 vs. +1.1), analytical reasoning (WGCTA: +2.3 vs. +0.5), and motivation towards STEAM disciplines (+1.3 vs. +0.4), compared to the control group. Furthermore, the study highlighted the potential of design thinking as a guiding element in career orientation, facilitating informed professional selfdetermination within the fields of science, technology, and engineering. The findings underscore the importance of this approach due to its emphasis on addressing real-world, complex challenges through innovative and learner-centred strategies.