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

The post-COVID-19 world demands higher education cultivate professionals equipped to tackle complex societal problems. Interdisciplinary approaches are crucial in addressing challenges like climate change, unemployment, and healthcare. Taiwanese universities promote interdisciplinary education through various courses and programs, aiming to develop skills such as interdisciplinary thinking, problem-solving, and collaboration. Interdisciplinary learning connects different subjects, allowing students to understand knowledge limitations and integrate diverse systems to solve complex problems. This contrasts with single-field curricula, impacting both instructors and learners. Instructors benefit from interdisciplinary dialogue, enhancing their teaching and curriculum planning, while students experience multifaceted exploration and collaboration. However, challenges remain, including integrating diverse perspectives in the classroom and managing communication issues within heterogeneous student teams. Design thinking (DT), a human-centered approach to problem-solving, is presented as a potential solution. This case study investigates how a university instructor utilizes DT to design and teach an interdisciplinary curriculum, exploring challenges and coping strategies employed, and reflecting on professional growth.

The literature review explores various interdisciplinary teaching models. Initially, problem-based learning (PBL) and project-based learning (PjBL) were common, differing in learning content and problem structure. More recently, interdisciplinary project-based learning (IPBL) emerged, emphasizing teamwork and collaboration to address complex projects. However, these models may not sufficiently address the complexities of broad challenges. Design-based learning (DBL), combining design thinking and design practice, is presented as a newer approach. DBL utilizes design concepts like prototypes, emphasizing practical application and iterative refinement. Design thinking (DT), an iterative process, is gaining popularity across various fields. It focuses on aligning individual needs with technological possibilities and business strategies to create customer value. DBL, rooted in humanism, prioritizes human-centered problem-solving and iterative prototyping. The review also discusses challenges in implementing interdisciplinary curricula, such as instructor training gaps, communication barriers between disciplines, and difficulties in teaching interdisciplinary skills. The need for experiential learning and scaffolding to develop both hard and soft skills is emphasized.

This qualitative case study focuses on an interdisciplinary course at a university in Southern Taiwan, involving one instructor, one teaching assistant, and 38 students. Ethical approval was obtained. Data were collected from September to December 2022 through weekly classroom observations, semi-structured interviews with the instructor and selected students (see Table 1 and 2 for details), and document analysis. The research team consisted of a university faculty member and a master's student. Data were transcribed verbatim and coded using NVivo 12 software. Triangulation was used to enhance validity, combining interview data, observation records, and document data. The coding process involved open coding (83 initial codes) followed by axial coding to identify 12 main codes (Table 3). Member checks and peer reviews were conducted for data analysis. The study focused on the design and implementation process, emphasizing the use of design thinking methodology to understand challenges and strategies used in interdisciplinary course design and implementation.

The case instructor utilized the Stanford University D-School design thinking model (empathize, define, ideate, prototype, test), guiding students through three project cycles: a mini-workshop, a mid-term project (cardboard game design), and a final project (designing and exhibiting community playground equipment). The instructor strategically employed various assignments to facilitate the design thinking process and related skills (Figure 1). Key challenges included balancing resources and real-world impact. The instructor, lacking a strong technical background, overcame this by collaborating with industry experts and securing additional resources (including community partnerships and funding). Effective teaching strategies included cultivating equitable instructor-student relationships through open communication and questioning techniques, and using visual tools (e.g., sticky notes, geometric shapes) and vertical communication to facilitate dialogue (Figure 2 and 3). Experiential learning activities, like on-site observations of children's play behaviors (Figure 4) and interviews, helped students understand user needs. Progressive practice in developing design Points of View (POVs) (Figure 5) honed problem-solving skills. The instructor played a guiding role, offering support without being overly directive, enabling students to learn through experimentation and making mistakes. Challenges also arose from balancing the content of a design thinking course within a limited academic semester, including managing time constraints for students and overcoming resource limitations. The instructor adjusted teaching and grouping strategies to accommodate the diverse needs of the students. (Figure 6)

The findings demonstrate the effectiveness of design thinking as a methodology for interdisciplinary curriculum design and teaching. The instructor's use of various strategies (e.g., collaborative teaching, visual communication, experiential learning) successfully addressed many challenges associated with interdisciplinary education. The study highlights the importance of addressing both hard and soft skills within the curriculum, demonstrating that a human-centered approach can lead to more engaged and effective learning. The significant investment of time and resources necessary for effective interdisciplinary teaching, especially in real-world application projects, is a key consideration for institutions. The study suggests that while time constraints can limit the depth of learning, flexible implementation schedules and modular course systems can help mitigate this issue. The instructor's ability to balance course content, pedagogical principles, and real-world application is a key factor in successful interdisciplinary teaching.

This case study demonstrates the efficacy of using design thinking as a framework for interdisciplinary curriculum design and teaching. The instructor's strategies in addressing resource limitations, facilitating communication, and employing experiential learning are valuable contributions. Future research should explore comparative studies across disciplines and incorporate more comprehensive student perspectives. Universities should consider increased funding and flexible course structures to support interdisciplinary education.

The study primarily focuses on the instructor's perspective, limiting the inclusion of comprehensive student viewpoints on interdisciplinary learning. Observations were conducted from the periphery to minimize disruption, potentially missing some nuances of student interactions during group discussions. The instructor's background in humanities and social sciences influenced the chosen methodologies. Future research should compare experiences across diverse disciplines and expand data collection to encompass a wider range of student experiences and perspectives.