Convergent effects of design thinking and flipped classroom learning on the agentic engagement of college students

Student disengagement in higher education calls for pedagogical approaches that foster proactive, empowered learning. This study examined the efficacy of a Flipped-Classroom – Design-Thinking (FCDT) model in enhancing college students’ agentic engagement. Using a quasi-experimental pre-test–post-test control group design (N = 80), the six-week intervention combined asynchronous pre-class instruction with collaborative, problem-based learning structured via the five-stage Design Thinking heuristic, while the control group received traditional lecture-based instruction. Quantitative results from the Agentic Engagement Scale showed a significant increase in agentic behaviours in the experimental group, with a large effect size (Cohen’s d = 1.26). Thematic analysis of weekly reflection journals and a focus group discussion corroborated these findings, revealing greater student ownership, self-initiated contribution, and creative confidence. The results indicate that the FCDT model effectively transforms students from passive recipients to active co-creators of learning, offering a practical strategy to cultivate learner agency and creativity in contemporary higher education.