Enhancing STEM education through design thinking and iterative improvement in students’ research projects

STEM projects are integral to STEM education, fostering critical thinking, problem-solving, and creativity. However, students often struggle with topic selection, methodology, and iterative improvement. This study investigates the integration of Design Thinking (DT) into a year-long STEM project course in a Thai high school, examining how iterative loops impact project originality and feasibility. Using a qualitative approach, data were collected through proposals, progression reports, final reports, and presentations, all of which were analysed using originality and feasibility rubrics. Results revealed that students who engaged in iterative DT processes produced more innovative and practical solutions, while those with minimal iteration faced challenges in originality and feasibility. The findings highlight the importance of structured iteration and feedback in STEM education, providing insights for educators to optimize project-based learning and support effective students in STEM projects.