Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education

This case study investigates a university instructor's use of design thinking in developing and delivering an interdisciplinary curriculum. It examines the challenges faced and coping strategies used, drawing on data from field observations, in-depth interviews, and document analysis conducted from September to December 2022 at a university in Southern Taiwan. Findings suggest design thinking is an effective methodology, emphasizing practice and application to facilitate interdisciplinary collaboration and co-creation. The study also analyzes teaching strategies, focusing on visual tools, communication, and on-site observation, offering insights into challenges in interdisciplinary teaching, particularly in a post-pandemic setting. The research informs effective practices, addressing instructor roles, resource allocation, and cultivating interdisciplinary talent, while emphasizing adaptation and learning outcome depth.

Chia-Chi Wang