International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Design Thinking in Education: Implications for Curriculum Development, Classroom Transaction, and Learner-Centered Transformation

Author(s) Dr. Rafi Mohmad
Country India
Abstract Design thinking (DT), a human-centered, iterative, and collaborative problem-solving approach originating from professional design fields, has emerged as a transformative pedagogical framework in contemporary education. Rooted in empathy, creativity, experimentation, and rapid iteration, DT empowers learners to tackle complex, real-world challenges while developing essential 21st-century competencies such as critical thinking, collaboration, resilience, and emotional intelligence. This conceptual paper critically examines DT’s implications across three interconnected domains: curriculum development (enabling flexible, interdisciplinary, stakeholder-driven, and competency-based content design), classroom transaction (shifting pedagogy from teacher-centered transmission to facilitation, co-creation, experiential iteration, and student agency), and learner-centered transformation (fostering autonomy, equity, socio-emotional growth, and lifelong learning dispositions).
Drawing on seminal models (Stanford d.school 5-stage process, IDEO, LAUNCH Cycle) and recent systematic reviews and empirical studies (2020–2025), the analysis highlights DT’s capacity to increase student engagement, inclusivity, and relevance, particularly in post-pandemic and AI-augmented contexts. In India, DT aligns closely with the National Education Policy 2020 (NEP 2020), which emphasizes experiential, multidisciplinary, and holistic education. Opportunities include enhanced motivation, cultural responsiveness, and real-world application, while challenges encompass time/resource constraints, teacher readiness, assessment misalignment, and equity in diverse socio-economic and multilingual settings.
A proposed integrative model guides systematic embedding of DT across these domains, with practical strategies for educators (facilitator role, low-fidelity prototyping), institutions (culture of iteration), and policymakers (professional development, curriculum reform). This work contributes to the discourse on innovative pedagogies by offering a theoretically robust, evidence-informed, and actionable pathway to transform education into more adaptive, meaningful, inclusive, and human-centered systems capable of preparing learners for an uncertain and complex future.
Keywords Design thinking, curriculum development, classroom transaction, pedagogy, learner agency, empathy, ideation, prototyping, iteration, 21st-century skills, experiential learning, human-centered education, NEP 2020, equity in education
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-12
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.66529
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