DESIGN PROCESS FOR INTEGRATIVE REASONING: A MODEL FOR IDENTIFYING AND ENHANCING COMPETENCIES

This research examines persistent challenges in design and engineering education, particularly the fragmentation of knowledge that contrasts with the complexity of real-world problems. Assuming that diverse modes of thinking can strengthen learning, the study proposes the Integrative Reasoning Model, a framework designed to identify and enhance competencies required for complex problem-solving. The model articulates three complementary modes of thought—Design Reasoning, Scientific Reasoning, and Common-Sense Reasoning—showing how integrating cognitive diversity can enrich educational experiences and support more holistic approaches to learning. The study adopts a qualitative and exploratory methodology structured through iterative cycles of applied workshops. The process included building a theoretical foundation, creating a canvas-style tool, implementing it in educational and corporate environments, and conducting interpretative qualitative analysis. Applications occurred across varied contexts, including public and private universities and large companies in southern Brazil, bringing together diverse learner profiles and strengthening the model within different educational ecosystems. Findings indicate that the Integrative Reasoning Model, comprising a conceptual structure, a practical tool, and guidelines for use, supports the recognition and development of essential competencies for navigating complex and uncertain situations. Participant feedback informed refinements to the framework and reinforced its relevance for learning environments that demand interdisciplinarity, adaptability, and diverse ways of thinking. The final version shows potential for future digital expansion and professional education initiatives. This study contributes to design and engineering education by offering an integrative approach that connects multiple perspectives and fosters reflective, adaptive, and more connected learning.