Why Design Thinking as a Teaching Approach is essential to the Future of Education

Let me share a small story about one of my past students in the second year of Architecture at QUT. He was one of the most talented, naturally skilled designers for his age. His OP score was very high and he had maintained a very high GPA during his first year of tertiary education in Architecture. However, at the start of Semester I in his second year, he had moved out from his parents place by himself, lost his job (living on Centerlink payments) and ended a relationship with his partner at the time. His attention and attendance in class was dropping gradually and he slowly began to fall behind in his work. What was the result of this? More stress! Because now on top of it all, he was loosing his GPA and satisfaction as a high achieving student — something very important to a student of this caliber!

As his tutor, if I did not understand his life circumstances I would simply expect him to perform at the standard he had set for himself. However, by understanding him and his current circumstances (outside of tackling just the subject matter) I was able to empathise with him and instead of setting the high standard that he had set for himself, together we managed to set an ‘achievable target’ that allowed him to build his confidence again and feel back on track! Although his first assessment item was graded lower than his average grades, he felt it was a more achievable target with his external stresses at the time (through careful collaboration with me). After a few weeks, his life had settled and he was back to his usual high quality of work by the end of that Semester.

This is a very small example, but made a big difference in his education.

So how does this all fit into Design Thinking?

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Currently in Australia and more specifically in QLD, with the current DESIGN curriculum being implemented, there has been a movement towards embedding more Design Thinking into the subject content.

Although this is a step in the right direction, Design Thinking should not be treated as the subject content alone. It should be embedded into the teaching practice and every interactions and approach with your students. What does this mean? Well, essentially students should be treated as a client (a very precious client) that you are moulding the mind and affecting their entire future career and life. Therefore, Design Thinking your ‘teaching’ will have a huge impact on your delivery as an educator as well as their education quality.

Let’s me break it down…

STEP ONE // Empathise

The number one value of Design Thinking being EMPATHY, this one is a no-brainer! Simply put, EMPATHISE WITH YOUR STUDENT. How? Understand them as a human being. Get to know them, ask questions about their lives, background, interest, hobbies etc. To start off…

• How are they feeling about the subject?
• Is it/Are they enjoying it?
• What do they need help with specifically?
• Are there anything outside of this classroom that is affecting their performance/interest?
• Are you playing any sport or exercising/having breaks/living a balanced lifestyle?
• How is their health/happiness/well-being/family connections and conditions etc.

(Of course, this is done with tact and skill and respecting a student’s boundaries, allowing them to open up to you at their own pace.). Naturally they will feel more connected to you and begin to enjoy the subject content. The improvement in their grades is inevitable if the student is happy!

STEP TWO // Recognise + Understand

As per Maslow’s hierarchy (see image below), if the foundation elements in our life falls apart, we cannot elevate on to the next and transcend towards ‘self-actualisation’. Consequently even if we are at a high level, but experience a period where the lower levels basics fall through/fail — then we will also fall to a lower level, periodically.

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(Image Source: Vector Stock)

Our students are exactly the same! If they are having issues at home, bullying issues, friends or relationship problems, nutrition deficits or a million and one other things that can affect a students mind, they will not be thinking of performing well in a test or assignment! Even if you want them to, it will not happen.

So what should you as an educator do? Recognise, Understand and Empathise.

STEP THREE // Collaboration + Experimentation

Following Empathy, comes COLLABORATION and EXPERIMENTATION. This is where as an educator, collaborating with your student closely to make sure they are learning at their best (and as I mentioned above) getting to know them as a human being. This process may be uncomfortable for some teachers, and that’s where the third value comes into play — Experiment! Test what works and what doesn’t. If a certain approach works well with your students then double down on it and see if it works with all types of students and vice versa.

As this approach becomes second nature, you will be able to read your students very well and begin to make a stronger connection with them. Ultimately making their education more impactful, meaningful and enjoyable.

This is the same approach my trainers and I follow at Queensland University of Technology (QUT) as well as with all our teachers (who are our students!) at Inspired Education Australia (IEA).

This is why Design Thinking your teaching approach is as much important as Design Thinking as a subject matter.