DOI: 10.18848/2327-0063/cgp/a191 ISSN: 2327-2457

Applying Design Thinking in Education

David Alonso Garcia
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<p class="ql-align-justify">This study examines the impact of the Design for Change (DFC) methodology on student empowerment through a mixed-methods research design that integrates both quantitative and qualitative data collection and analysis. Conducted between December 2020 and May 2021—amid the challenges posed by the COVID-19 pandemic—the study was carried out in two educational institutions located in Madrid, involving students in upper primary and lower secondary levels of schooling, ranging between 10 and 15 years of age. The research sample comprised 102 students who completed validated pre- and postintervention surveys based on a Likert scale measuring various dimensions of empowerment. These quantitative instruments were complemented by teacher field diaries and student focus groups, which offered deeper insights into the participants’ experiences. The results demonstrate a moderate yet consistent improvement in several core areas of empowerment, including autonomy, critical reflection, social awareness, and collaborative skills. The qualitative findings highlight the enhanced levels of student motivation, self-regulation, and their perceived capacity to enact change within their immediate environments when adequately supported by trained facilitators. This study contributes to the growing body of empirical evidence supporting DFC as a transformative pedagogical approach, aligned with Sustainable Development Goal 4, advocating for inclusive, equitable, and high-quality educational practices.</p>

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