Integrating Design Thinking into Educational Solutions for International Students
As my time in the “Design Thinking for Creative Problem Solving” course, I reflect on the profound insights gained and the practical applications of our semester-long project. This course has not only deepened my understanding of design thinking but has also allowed me to apply these principles to create real-world solutions aimed at improving the classroom experience for international students.
Course Reflections and Personal Insights
Throughout the course, the curated readings and dynamic class activities emphasized the importance of empathy, collaboration, and iteration — core tenets of design thinking, urging us to design solutions that genuinely address user needs. Our group has engaged in many interviews to help us better understand the perspectives of international students, which was instrumental in shaping our project’s direction. These activities highlighted the importance of deeply understanding the user before attempting to solve their problems, a lesson that resonates strongly with my personal and professional goals.
Surprises and Challenges
One of the surprises came from the ideation sessions, where the volume and variety of ideas generated were overwhelming yet incredibly enriching. It was enlightening to see how diverse perspectives within the team could lead to such a rich array of solutions. A challenge, however, was narrowing down these ideas to find the most viable one. This process taught me the value of convergence after divergence in design thinking — a cycle of expanding and contracting ideas that I found both challenging and rewarding.
Project Development: English Language Program
Our team project focused on designing an English Language Program specifically tailored for international students to help reduce their shyness, enhance cultural understanding, and foster confidence in academic participation. The program, titled “No Shy,” was developed after identifying key pain points through interviews and surveys with international students. These insights revealed that many students felt intimidated by language barriers and cultural differences, which hindered their classroom engagement.
Illustrative Examples from the Project
One example of our user-centred approach was the development of interactive, scenario-based learning modules within the “No Shy” program. These modules allowed students to practice language skills in simulated academic discussions, encouraging gradual confidence building in a risk-free environment. Another significant aspect was the “Cultural Exchange Buddy System” which paired international students with domestic students. This not only facilitated cultural exchange but also provided a supportive peer-learning environment.
Favourite and Least Favorite Methods
My favourite method was the user interviews and the synthesis of this data into meaningful insights. This part of the process was particularly fulfilling as it allowed for direct interaction with the user group and provided real, actionable insights that directly influenced our project’s direction. On the other hand, my least favourite method was the initial brainstorming sessions. While creative and liberating, they sometimes felt unstructured and overwhelming, making it difficult to decide which ideas to pursue further.
Connection to Future Endeavors
The skills and methodologies I have developed through this course are directly applicable to my future goal of working in educational technology. Understanding and implementing design thinking will enable me to create more effective, user-centred educational tools and programs. Professionally, I am inspired to continue exploring how design thinking can be used to bridge educational gaps and create inclusive learning environments.
