The Degree of Use of Design Thinking Skills in Developing Educational Practices Among Faculty Members at King Khalid University: An Analytical Study

Background/purpose. Higher education has undergone rapid transformations, requiring innovative models to enhance teaching quality. Design thinking offers a creative, learner-centered framework for addressing educational challenges. This study analyzed the extent to which King Khalid University faculty members employ design thinking skills in their teaching practices, examined the influence of gender, academic qualification, and training courses, and explored obstacles to implementation. Materials/methods. The study employed a descriptive-analytical method. A questionnaire covering four domains—empathy and discovery, problem definition and interpretation, idea generation, and testing and evaluation—was administered to 246 faculty members. Data were analyzed using SPSS to calculate means and identify statistical differences. Results. Findings indicated a generally weak application of design thinking skills across all dimensions, with overall usage rated low. No significant differences emerged by gender or academic qualification. However, variations appeared in favor of faculty who had never attended training courses or had attended only a few. Results also highlighted limited awareness of the university's Design Thinking Center and multiple challenges hindering adoption, including insufficient knowledge, organizational and time constraints, and lack of experience and training. Conclusion. The study concluded that the integration of design thinking into faculty teaching practices remains limited, restricting quality and innovation in higher education. Recommendations included strengthening the Design Thinking Center's role, expanding applied training programs, fostering a culture of innovation, and embedding design thinking into faculty development initiatives.