THE RELATIONSHIP BETWEEN DESIGN THINKING AND CREATIVE THINKING: AN EDUCATIONAL DESIGN PERSPECTIVE IN 21ST CENTURY LEARNING
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Abstract
This article aims to present and analyze the synergistic relationship between Design Thinking and Creative Thinking within the context of educational design. It argues that Design Thinking should not be regarded merely as a problem-solving tool, but rather as a systemic conceptual framework that purposefully and concretely facilitates the development and application of creativity among both learners and educators. The central premise of the article is that Design Thinking and Creative Thinking operate in a mutually reinforcing cycle. Grounded in Human-centered Design, the Design Thinking process functions as a procedural mechanism comprising five key stages that create space for learners to integrate interdisciplinary knowledge and engage in meaningful collaboration. Concurrently, Creative Thinking serves as a cognitive process and intrinsic driving force that energizes each stage of Design Thinking, enabling the generation of innovation and the creation of new value that benefits learners and society. The integration of these two concepts contributes to a paradigm shift in learning management by transforming learners’ roles from passive recipients of knowledge into active innovators. Through experiential engagement and Learning by Doing, learners achieve Deep Learning and develop competencies aligned with the demands and challenges of the twenty-first century. This article therefore expands the theoretical framework of educational design by synthesizing Design Thinking and Creative Thinking, offering a conceptual foundation for enhancing the quality of education in response to global change.
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