Decoding Design Thinking: Common Threads for Technology Education

The integration of design as a fundamental aspect in technology education curricula is evident worldwide, though the terminology varies across different contexts. The term design thinking is widely used to describe a framing of the design-related activity within this field; however, other terms exist and interpretations of what these encompass differ. Various frameworks exist to describe or explain the components of design, each offering unique perspectives and emphasising different aspects of the process. Despite its growing prominence, there remains a lack of consensus regarding the terminology and exact nature of design (thinking, process, framework), which creates challenges in both its implementation and assessment within educational settings. The explicit inclusion of design thinking in curricula, along with its lack of explanation, highlights the need for a clearer, more comprehensive understanding of the concept, as well as similar concepts. These differing phrasings and viewpoints leave an ambiguity on what design thinking entails, making it difficult to investigate its associated skills when their definitions remain uncertain. Without a well-defined and commonly accepted framework, meaningful connections between design thinking and broader educational goals cannot be effectively explored. Given the existence of multiple design frameworks, this paper seeks to identify commonalities among them and pinpoint shared components and points of departure across different design thinking models. A rapid review was conducted to examine the nature and application of design thinking frameworks in technology education in recent years. The findings provide an overview of these frameworks, with a more detailed focus on key components that frequently emerge. Ultimately, this paper contributes to a broader understanding of design thinking by highlighting its core components, shared principles, and implications for technology education.