From Theory to Practice: Evaluating Short-Term Project-Based Learning for Design Thinking Pedagogy

Design thinking is primarily taught through three pedagogical approaches: project-based, lecture-based, and workshop-based learning.Project-based learning is common in art and design education.It emphasises hands -on practice and supports the development of tactic knowledge, such as brainstorming, experimentation, and problem solving.Lecture-based learning, more common in non-design disciplines, prioritises theoretical understanding but often lacks practice.Workshop-based learning offers a structured, step-by-step format aligned with the stages of the design thinking process.Although project-based learning is highly effective, it typically requires a significant amount of time and sustained engagement.This study addresses the challenges of implementing design thinking pedagogy within a limited time frame by evaluating a short-term, project-based activity aimed at cultivating core design thinking skills.This study adopted a qualitative approach, with nine graduate students from design and non-design backgrounds as participants.The participants were divided into three groups and tasked with solving a tangible, time-bound problem that required creative ideation, prototyping, and testing.Data was collected through observation, video and photographic recording, and thematic analysis of post-activity reflections.The results showed that even in a brief intervention, students demonstrated greater awareness flexibility, openness to experimentation, and reflective learning.This exercise served as a facilitator for mindset shifts and interdisciplinary collaboration.This study validated that short-term, domain-neutral activities are effective teaching tools for design thinking and contribute to instructional design.Simplified experiential formats have potential in reinforcing theory, promoting the acquisition of tacit knowledge, and supporting inclusive, interdisciplinary learning.