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Design Thinking for Social Innovation By
Abstract
DESIGNERS HAVE TRADIIONALLY FOCUSED ON ENHANCING THE LOOK AND FUNCTIONALITY OF PRODUCTS. RECENTLY, THEY HAVE BEGUN USING DESIGN TOOLS TO TACKLE MORE COMPLEX PROBLEMS, SUCH AS FINDING WAYS TO PROVIDE LOW-COST HEALTH CARE THROUGHOUT THE WORLD. BUSINESSES WERE FIRST TO EMBRACE THIS NEW APPROACH—CALLED DESIGN THINKING—NOW NONPROFITS ARE BEGINNING TO ADOPT IT TOO.
... According to Brown et al. (2009), Design Thinking is a process that combines deep and human-centered insights to develop prototypes focused on the needs of users whether constituents or consumers, with the aim of going beyond assumptions to generate effective solutions. The Design Thinking framework is divided into five stages: ...
... Common brainstorming techniques used in this phase include mind mapping, brainwriting, and the "worst possible idea" approach, all of which are designed to stimulate divergent thinking. During the ideate phase, researchers collaborate to explore a wide array of possible solutions aligned with the previously defined problem statement (Brown, 2009). This phase marks a critical transition from understanding the problem to developing actionable ideas. ...
... The Prototype stage involves transforming the selected idea into a tangible, preliminary version of the proposed solution. The concept developed during the 'ideation' phase is translated into basic prototype, this could take the form of a sketch model, or a minimal viable product (Brown, 2009). This phase is designed to create a representation that can be tested in real-world contexts. ...
Posyandu (Integrated Health Service Post) plays a crucial role in improving child health and reducing stunting rates in Indonesia. However, parental attendance at Posyandu Bougenville, located in RW 15 Kedung Halang, Bogor Utama, remains relatively low, only about 50% of the target participants attend monthly. This study applies a design thinking approach to identify the root causes of low participation and develop innovative solutions. In the empathy and define stages, the core issue identified was a lack of parental awareness regarding the importance of bringing toddlers to Posyandu. The ideation phase produced several ideas: collaboration with local neighbourhood association (RW), use of WhatsApp groups for information dissemination, and leveraging social media platforms such as TikTok and Instagram to engage the community. In the prototype stage, a low-fidelity prototype of the proposed solutions was developed. While the prototype has been designed, the study is still in progress and requires the testing phase to evaluate parental responses and participation levels. This innovation is expected to improve parental attendance at Posyandu and contribute to minimizing the risk of stunting among children. Keywords: Posyandu, stunting, design thinking, parental engagement, innovation
... Designt thinking mengajarkan bahwa pemahaman terhadap masalah bukanlah titik akhir, melainkan titik awal dari eksplorasi kreatif yang lebih luas. Dengan merangkul kompleksitas, menghargai perspektif pengguna, serta mengintegrasikan empati dalam setiap tahap proses, pendekatan ini menciptakan ruang bagi lahirnya produk dan layanan yang tidak hanya baru secara teknis, tetapi juga bermakna secara sosial dan emosional dalam kehidupan pengguna (Liedtka, 2021;Brown & Wyatt, 2020). ...
... Ini adalah masalah yang tidak memiliki solusi tunggal dan memerlukan pemahaman lintas dimensi-baik teknis, sosial, maupun emosional. Sebagaimana diungkapkan oleh Brown & Wyatt (2020), dalam konteks designt thinking, solusi yang efektif seringkali muncul dari pemahaman mendalam terhadap kebutuhan laten pengguna, bukan hanya dari analisis fungsional semata. Oleh karena itu, pendekatan observasi dan empati menjadi penting untuk menjelajahi kemungkinan solusi yang lebih bermakna dan personal. ...
... Misalnya, dalam studi perilaku pengguna layanan musik digital, pertanyaan seperti "bagaimana cara pengguna menemukan lagu baru?", atau "apa yang mereka rasakan ketika rekomendasi tidak sesuai selera?" dapat membuka pemahaman baru yang sebelumnya tersembunyi. Pendekatan seperti ini sejalan dengan temuan Brown & Wyatt (2020), yang menyebut bahwa perubahan perspektif sering kali menjadi pintu masuk bagi inovasi yang autentik dan bermakna. ...
Pengantar Inovasi dalam pengembangan produk tidak dapat dilepaskan dari kemampuan memahami permasalahan secara mendalam dan menyeluruh. Dalam dunia yang terus berubah, di mana kebutuhan dan perilaku pengguna juga mengalami pergeseran yang dinamis, pendekatan konvensional dalam menyelesaikan masalah sering kali tidak lagi memadai. Di sinilah designt thinking hadir sebagai sebuah pendekatan strategis yang menekankan pentingnya empati terhadap pengguna, eksplorasi multi-level terhadap masalah, serta penciptaan solusi yang tidak hanya kreatif tetapi juga memiliki relevansi tinggi terhadap konteks nyata. Alih-alih langsung mencari solusi, designt thinking menuntut pelakunya untuk masuk ke dalam pengalaman pengguna, menyelami perasaan, motivasi, dan hambatan yang mereka alami. Proses ini menempatkan manusia sebagai pusat dari seluruh proses inovasi, memastikan bahwa produk yang dikembangkan tidak hanya memenuhi kebutuhan fungsional, tetapi juga menjawab kebutuhan emosional dan sosial yang lebih dalam (Lewrick, Link, & Leifer, 2018). Permasalahan dalam konteks desain bisa hadir dalam berbagai bentuk dan tingkat kompleksitas. Ada masalah yang tampak sederhana dan dapat dengan cepat diselesaikan, namun banyak pula yang bersifat tidak terdefinisi dengan jelas atau bahkan tergolong sebagai wicked problems-masalah yang multidimensi dan tidak memiliki solusi tunggal. Dalam pendekatan designt thinking, tim inovasi dilatih untuk mengurai kompleksitas tersebut dengan menggali serangkaian pertanyaan mendasar seperti "mengapa masalah ini terjadi?", "apa yang sebenarnya dibutuhkan pengguna?", serta "bagaimana cara kita melihat masalah ini dari sudut pandang yang berbeda?". Proses ini memungkinkan perluasan dan penyempitan ruang lingkup masalah secara dinamis, sehingga perumusan tantangan desain yang dihasilkan menjadi lebih tajam, terarah, dan bermakna. Hal ini sejalan dengan pernyataan Cross (2021) bahwa pemahaman mendalam terhadap konteks dan struktur masalah akan sangat memengaruhi kualitas serta ketepatan solusi yang dihasilkan melalui proses desain. Lebih dari sekadar alat pemecahan masalah, designt thinking merupakan kerangka berpikir yang adaptif dan iteratif. Dalam kerangka kerja ini, penyusunan design brief menjadi salah satu langkah penting yang berfungsi sebagai titik fokus kolaborasi tim
... This research uses the 'Double Diamond' model of DT, proposed by the UK Design Council in 2003 [32] and later extended by Liu in 2016 [33] to represent the five phases of the design process (see Figure 1). As Figure 1 exemplifies, design is not always linear, and it can be iterative as each phase introduces insights that may prompt the designer to return to an earlier point in time [27,34]. The first diamond represents the 'problem' space, which starts with a trigger, or a challenge, that needs to be addressed [34][35][36]. ...
... This research uses the 'Double Diamond' model of DT, proposed by the UK Design Council in 2003 [32] and later extended by Liu in 2016 [33] to represent the five phases o the design process (see Figure 1). As Figure 1 exemplifies, design is not always linear, and it can be iterative as each phase introduces insights that may prompt the designer to return to an earlier point in time [27,34]. The first diamond represents the 'problem' space, which starts with a trigger, or a challenge, that needs to be addressed [34][35][36]. ...
... As Figure 1 exemplifies, design is not always linear, and it can be iterative as each phase introduces insights that may prompt the designer to return to an earlier point in time [27,34]. The first diamond represents the 'problem' space, which starts with a trigger, or a challenge, that needs to be addressed [34][35][36]. It involves litera ture reviews and user research with the target user group, drawing from a range of design methods intended to enrich the designer's understanding and inquiry of the problem sit uation (empathise phase) [37,38]. ...
This study explores how design thinking (DT) for sustainable futures fosters higher education (HE) students’ sustainability competencies. By analysing the DT process of two teams of HE students co-designing digital educational technologies to address sustainability challenges (namely, children’s nature connection and their engagements with fast fashion), we identify how sustainability competencies defined by the GreenComp framework emerge temporally, across the DT phases, and which DT practices foster or hinder their development. Our findings identify three specific DT practices—and three ways to enact those practices effectively—that unlock the transformative potential of DT and enable HE students to embody sustainability values, embrace complexity in sustainability, and envision sustainable futures. Our work contributes to the field of Education for Sustainability (EfS) by demonstrating how design-based learning can promote challenge-centred, collaborative sustainability learning within HE. Drawing on our findings, we also raise the need for new pedagogical interventions that can strengthen the emergence of sustainability competencies in the process of DT.
... Design thinking is a problem-solving approach that emphasizes intuition, pattern recognition, emotional and functional meaning and the use of non-verbal media. It is a new approach to creating solutions (Brown & Wyatt, 2010). The focus is on the requirements of the potential consumers of a product or service and the needs of the infrastructure that delivers it. ...
... Design thinking has recently started to be adopted by nonprofit organizations in their processes (Brown & Wyatt, 2010). Based on the needs of the customer or consumer, social issues require systematic solutions. ...
... Design thinking can be used in non-profit organizations to bring better solutions to social problems. It cuts across traditional boundaries between the public, private and third sectors (Brown & Wyatt, 2010). It has also been successfully mobilized by design consultants, management educators and others. ...
The world is facing social problems unmet. Governments, institutions, companies, organizations and individuals are concerned about these problems by creating social impact. Social entrepreneurship and social innovation are ways in which social impact can be achieved by providing solutions to unmet social needs. Design thinking is also the method to solve problems within the framework of designers’ way of thinking. So, it can be mentioned that they are to create solutions. While social problems surround the world so much, the ways to find solutions should work together more. This study first focuses on literature to show the intervened relationship between social impact-oriented projects and design thinking while approaching problems by defining notions. In the research part of the study, the depth-interview method is used to understand social entrepreneurs’ journey while establishing their projects and creating social impact. Then these interviews are coded and findings are defined according to these codes. The interview results are tabulated according to the entrepreneurs' processes. Although design thinking gives us some stages, it is also seen that social entrepreneurs have different inputs in real life experiences. While personal stories and experiences greatly influence social enterprise journeys, the involvement of stakeholders plays a crucial role in amplifying these initiatives and driving progress. The findings show that the real-life experience may differ from the defined process depending on today's conditions and inputs. There is an opportunity to define design thinking recommendations focused on social impact, even if there are commonalities between their experiences and design thinking. So, social impact issues should be announced more and social impact creators like social entrepreneurs should be listened more to define processes to define the relations.
... This phase sets the stage for defining the problem accurately and meaningfully. As Brown and Wyatt [4] argue, empathetic research helps uncover latent needs and contradictions that standard market research methods typically overlook. ...
Design Thinking (DT) has emerged as a transformative approach to innovation, emphasizing a human-centered methodology that prioritizes the needs and experiences of users. Unlike traditional product development models that focus primarily on technological feasibility or business viability, DT begins with empathy, understanding users in their own context and involving them directly in the innovation process. This framework not only leads to more relevant solutions but also fosters deeper engagement and creative problem-solving across industries.
This essay explores how Design Thinking is applied in real-world product development by breaking down the process into five interconnected themes: user participation and co-creation, empathy-driven problem definition, structured ideation, prototyping, and the integration of value through desirability, feasibility, and viability. By analyzing each phase in depth, supported by scholarly research and case examples, the discussion aims to show how design thinking leads to value-driven innovations that resonate with users and thrive in competitive markets.
... However, it has evolved to include a set of techniques aimed at increasing efficiency and innovation beyond the scope of traditional design and is currently considered as a way to boost the capacity to innovate. In other words, the signifier "design" no longer limits its meaning to the creation of physical products if it is limited to influencing the design of products, but also extends to services, experiences, ecosystems, and even social and political systems ( Buchaan, 1992) Outside the exclusive field of design, the term Design Thinking describes a new and innovative process to deal with complex issues and problems (BROWN & WYATT, 2010). Design Thinking is structured in 5 clearly differentiated phases: 1) Empathize: understand and observe 2) Define 3) Ideate 4) Prototype 5) Test. ...
To build a relationship between Tax Administration and taxpayers based on trust, law science must provide the necessary information related to policies or institutions but also inform taxpayers about their rights and obligations. This information must be known but, above all, understood.The objective is to introduce a paradigm shift in the way legal studies are approached through Legal Design thinking techniques. Specifically, starting from the need for the jurist to study the law, collaborating with other disciplines to design mechanisms that allow the communication of complex information that helps both the understanding of the law and decision-making process.
... Kolaborasi yang erat memungkinkan pengembangan ide-ide baru yang lebih relevan dan kreatif (Brown & Wyatt, 2010). ...
Puji syukur kami panjatkan ke hadirat Tuhan Yang Maha Esa, karena atas rahmat dan karunia-Nya, karya ini yang berjudul “Manajemen Manusia Bersumberdaya” akhirnya dapat diselesaikan dan disampaikan kepada para pembaca. Penulisan buku ini dilandasi oleh keyakinan bahwa pendekatan yang menghargai kemanusiaan dalam pengelolaan kerja adalah sebuah kebutuhan mendesak di tengah perubahan sosial dan organisasi yang begitu cepat.
Manusia bukan sekadar bagian dari sistem kerja, melainkan inti dari setiap proses yang membentuk keberlangsungan dan kualitas kehidupan bersama dalam lingkungan kerja. Oleh karena itu, manajemen manusia bersumberdaya tidak hanya berbicara tentang pengaturan struktur atau alur kerja, tetapi lebih dari itu, tentang bagaimana mem-bangun interaksi yang saling menghormati, memberdayakan, dan menciptakan ruang bertumbuh bagi setiap individu.
Pendekatan humanistik yang digunakan dalam buku ini mengedepankan pandangan bahwa setiap orang memiliki potensi, kehendak, dan nilai-nilai yang perlu dikenali serta dikembangkan dalam konteks yang sehat dan bermakna. Dalam kerja, manusia tidak hanya mencari penghasilan, tetapi juga tempat untuk dihargai, didengar, dan diperlakukan secara adil. Inilah yang menjadi inti dari pembahasan yang disampaikan dalam buku ini.
Kami berharap buku ini dapat memperkaya pemahaman pembaca, baik yang berasal dari kalangan akademik maupun praktisi, dalam melihat kembali bagaimana manusia dikelola dan dimaknai dalam lingkungan kerja. Lebih dari itu, kami berharap buku ini dapat menjadi pemicu dialog dan refleksi kritis tentang pentingnya meletakkan kemanusiaan sebagai poros dalam manajemen.
Dengan segala kerendahan hati, kami menyadari bahwa buku ini masih memiliki banyak kekurangan. Untuk itu, kami sangat terbuka terhadap saran dan kritik yang mem-bangun demi penyempurnaan di masa yang akan datang. Semoga karya ini dapat memberikan manfaat yang luas dan turut mendorong terciptanya dunia kerja yang lebih adil, sehat, dan manusiawi.
... BCK implements a co-creative, card-based gamified framework to enhance data utilization effectiveness. In the context of co-creation, traditional brainstorming approaches encourage participants not to be judgmental or obstructive, allowing for productive generation of ideas (Brown and Wyatt 2010). Furthermore, brainstorming emphasizes the use of emotional and intuitive thinking rather than rational thinking (Tschimmel 2012). ...
The effective selection of data for artificial intelligence (AI) is crucial for enhancing well-being, yet translating requirements for data utilization into concrete implementations remains challenging. This paper presents Balee Carpet Karuta (BCK), a novel workshop framework that transforms the traditional Japanese card game "Karuta" into a logic-generation game enhanced by network-based card visualization. By uniquely integrating competitive game with co-creative data utilization workshops, BCK bridges the gap between abstract requirements and concrete, actionable data solutions. Through a case study with the Data Society Alliance, BCK demonstrated how participant interactions led to the evolution of both requirements and solutions, with initial requirements becoming more descriptive while solutions emerged as novel analytical questions worthy of investigation.
... This requires a theoretical framework as a first step, as the definition of DT and its components vary from field to field. To clarify, Brown and Wyatt (2010) described it as a three-dimensional process in STEM education that includes inspiration, ideation, and implementation in which an individual search for solutions, develops ideas, and implements those ideas. Regarding K12 education, Elwood and Jordan (2022) developed a DT framework and validated it as five factors incorporating 1) problem defining, 2) perspective discovering, 3) solution exploring, 4) prototype, 5) testing, and 5) reflection. ...
Design thinking (DT) is one of the critical 21st-century digital skills that allows individuals to solve real-world problems by redesigning their problem procedure to achieve the desired outcome. Nowadays, cultivating DT within any educational program is becoming increasingly important for teachers since Artificial Intelligence (AI) and chatbots are available to all students. However, teachers themselves need to possess DT competency to effectively cultivate it in their students, particularly in humanistic fields like applied linguistics, Computer Assisted Language Learning (CALL), and Artificial Intelligence Language Teaching (AILT). For this reason, the researcher in the current study developed a new conceptual framework and a scale specifically designed for the field of AILT, known as Language Teachers’ Design Thinking Competence in Artificial Intelligence Language Teaching (LTDTAILT). The researcher generated the items both deductively and inductively, evaluating their face and content validity through the Delphi methodology and a cognitive review. Having piloted the scale, the researcher distributed it to 273 in-service English as a Foreign Language (EFL) teachers in Spain who had experience teaching languages using AI. The validation process, which included the Rasch-Andrich rating scale model (RSM), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA), confirmed that the theoretical framework and its scale were well-aligned and validated to study context and the field, comprising five components: empathy, define, ideate, prototype, and test, with a total of 17 items. Consequently, the researcher established a new theoretical framework applicable to the fields of artificial intelligence in general and specifically to CALL and AILT. Furthermore, this framework provides a pathway for English teachers and researchers to stay current with developments in other fields that integrate 21st-century digital skills and competencies through the application of artificial intelligence.
... The analysis of similarities, divergences, and complementarities between human brainstorming and LLMmediated ideation suggests several practical strategies for designing more effective collaborative ideation processes (Wang et al., 2023a;Yuan et al., 2022). One promising strategy is iterative divergence-convergence cycling, in which multiple rounds of LLM-driven idea generation are followed by human evaluation, pruning, and redirection (Brown and Wyatt, 2015). This structured cadence contrasts with the more free-form style of traditional brainstorming and leverages the complementary strengths of machine-driven divergence and human-guided convergence. ...
This essay examines the fundamental relationship between language structure and ideation through the lens of recursive systems theory, Gödelian incompleteness, and cognitive linguistic frameworks. We argue that human ideation emerges through recursive combinatorial processes constrained by both linguistic structure and cognitive architecture, resulting in inherent limits on conceptual exploration. The recursive nature of language—its capacity to embed statements within statements and to refer to itself—generates both extraordinary expressive power and intrinsic incompleteness, analogous to Gödel's incompleteness theorems. By analyzing the information-theoretic properties of different linguistic systems, we show why English—with its lower information density and higher degrees of syntactic freedom—affords distinct advantages for certain modes of ideational exploration compared to more constrained languages. We then explore how Large Language Models (LLMs), trained across vast multilingual corpora and structured with recursive architectures fundamentally different from human cognition, may expand conceptual space beyond the Gödelian boundaries of any single human linguistic system—potentially enabling breakthroughs that would otherwise remain inaccessible. Finally, we argue that these dynamics may disproportionately benefit those with advanced linguistic capital, positioning language proficiency as the critical meta-skill in an LLM-mediated intellectual landscape and calling for a fundamental rethinking of language pedagogy to democratize access to these emergent capabilities. This analysis suggests that the co-evolution of natural and artificial linguistic systems may recursively transform both cognitive potential and the educational structures that shape its distribution.
... Co-design approaches, such as human-centered design, have emerged as promising strategies for intervention development in both high and low-income countries settings. 5 Unlike traditional top-down approaches, co-design engages stakeholders as active contributors, ranging from consultative methods (where stakeholders provide input) to fully collaborative processes (where stakeholders and researchers iteratively develop and re ne interventions). 6 Co-design has been more commonly applied with adult stakeholders, often bringing together multiple decision makers to co-create solutions that address speci c implementation constraints while also fostering stakeholder ownership and buy-in for long-term sustainability. ...
Background: Adolescents in low- and middle-income countries (LMICs) face significant mental health challenges, yet their voices are often underrepresented in intervention design. Co-design approaches, such as human-centered design, offer a promising approach to tailor interventions to specific needs and context; however, this requires careful adaption in LMICs where resources, design experience, and cultural factors impact engagement and efficacy. This study documents how human-centered design was adapted to engage adolescents in co-designing a school-based mental health intervention, highlighting the contextualization of co-design methods to the Ghanaian sociocultural context and the unique participation of youth. Methods: Guided by the first two phases of human-centered design, we conducted two workshops with 24 students from 12 public senior high schools in Tamale, Ghana. Workshop 1 (Inspiration) explored adolescent perspectives on mental health using structured case-based discussions guided by the Consolidated Framework for Implementation Research (CFIR). Workshop 2 (Ideation) focused on identifying preferred mental health prevention strategies using interactive, choice-based activities. To accommodate cognitive and sociocultural factors, workshops incorporated structured facilitation, visual analogies, peer-driven engagement, and scaffolded decision-making. Qualitative data from discussions, facilitator notes, and artifacts were analyzed thematically. Results: Workshop 1 (Inspiration) identified key adolescent mental health concerns, including stigma, confidentiality fears, and peer and family influences. Gender-segregated discussions provided insights into culturally-specific challenges, such as substance use norms among boys and gendered expectations limiting girls’ access to support. Workshop 2 (Ideation) led to the prioritization of five school-based prevention strategies: teacher training, mental health curricular integration, mentorship programs, teaching positive thinking and mindfulness, and using entertainment-based methods for mental health education. Adolescents shifted from viewing mental health challenges as individual struggles to recognizing the role of schools and communities in prevention. An adolescent advisory board was formed to sustain youth engagement in intervention refinement. Conclusions: Contextualized co-design methods can meaningfully engage adolescents in LMICs, leading to culturally grounded and actionable mental health interventions. Structured facilitation enhances the feasibility and authenticity of youth-driven co-design, contributing methodological insights for implementation science in resource-limited settings. This study provides a replicable framework to apply to diverse LMIC contexts and health topics and elevates youth voices in shaping effective, sustainable interventions.
... Utilizing established methodologies like human-centered design processes can ensure that changes are meaningful, structured, effective, and continually improved. Such approaches, which involve stakeholders in designing processes that affect them, have been shown to provide consumers with a sense of autonomy and have more effective and acceptable outcomes (Brown and Wyatt, 2010;Sanders and Stappers, 2008). ...
Military discharge marks a pivotal life transition, often resulting in loss of identity, purpose, and belonging. Negative discharge experiences are further associated with feelings of institutional betrayal. This study explored which aspects of discharge negatively impact veterans during and after their transition. Using Reflexive Thematic Analysis on accounts from Australian veterans (N = 313), three key themes emerged: (1) Discharge Experiences as Institutional Transgressions and Betrayal, with sub-themes: Unceremonious Exits and Lingering Discharges, Left Harmed and Rejected, and Bad Actors and Acutely Harmful Events; (2) Discharge as a Loss of Self; and (3) Negative Discharge Experiences as Negative Centralizing Events and ‘Stuck-Points’. Findings revealed that veterans experience harm when they perceive their discharge as an institutional or personal transgression—ranging from bureaucratic disregard to service-related injuries leading to rejection and overt betrayal by bad actors. These events, regardless of severity, undermine veterans’ shared military identity and values, posing a psychological threat to their sense of belonging, severing familial-like bonds, and fostering feelings of rejection, diminished self-worth, isolation, and betrayal—hindering transition and identity reconstruction. We argue that the harm stems not from discharge itself but from veterans experiencing these negative experiences as a violation of shared values—values they were required to embody for group membership. In identity-centric workplaces like the military, where enculturation fosters deep, family-like bonds, discharge represents a unique psychosocial hazard. Proactive management is essential to mitigate lasting psychological harm.
... The goal of frugal innovation is to develop affordable, effective, and sustainable solutions that optimise impact while consuming the fewest resources (Radjou & Prabhu, 2015). According to Brown and Wyatt (2010), research on design for social good places a strong emphasis on user-centred strategies that give disadvantaged populations' dignity, usefulness, and accessibility top priority.Modular housing and affordable shelter options are important for the homeless, according to recent studies. For example, Kellett and Moore (2003) talk about how flexible housing options can offer affordable, scalable solutions for urban homelessness. ...
The Homelessness remains a critical global challenge, necessitating innovative, cost-effective, and socially conscious design solutions. Frugal design-rooted in affordability, sustainability, and efficiency-offers a promising approach to addressing the needs of homeless individuals while minimizing resource consumption. This paper explores the intersection of social consciousness and frugal innovation, presenting design strategies that prioritize dignity, functionality, and community integration.This study examines the relationship between frugal innovation and social consciousness, offering design approaches that put community integration, functionality, and dignity first. The frugal design may produce practical solutions like affordable shelters, transportable sanitary facilities, and versatile urban furniture by utilizing locally accessible materials, modular building methods, and multifunctional functioning. This study focuses on successful case studies and new developments that demonstrate frugal design with a social conscience. In order to successfully scale such solutions, designers, legislators, and nonprofit groups must work together, and the policy implications are also covered. According to the findings, cities may create more inclusive urban settings and manage homelessness resource-efficiently and humanely by embracing frugality with empathy. Ultimately, this study promotes a paradigm change in design thinking that emphasizes social responsibility, accessibility, and simplicity. Societies might advance toward just and respectable solutions for homelessness by incorporating frugal innovation into urban development, guaranteeing that design acts as a catalyst for social transformation rather than just a means of obtaining financial advantage.
... Para responder al segundo objetivo se realizó una investigación basada en el diseño (Brown, 2008;Brown y Wyatt, 2010), mediante sesiones de codiseño con grupos de mujeres con perfiles de edad y condiciones socioeconómicas diferentes. Las sesiones de codiseño eran de trabajo grupal, y durante su desarrollo se usaban dinámicas participativas para que ellas expresaran sus necesidades y sus preferencias al participar en entornos digitales. ...
El uso de las tecnologías digitales es diferente entre hombres y mujeres. Las mujeres hacen un uso más relacional de las mismas y no se sienten cómodas en entornos digitales competitivos. Se sabe menos, en cambio, sobre cómo participan, piensan y se sienten como ciudadanas en entornos digitales. La finalidad de la investigación que presentamos ha sido conocer el uso femenino del mundo virtual con relación a la participación y al ejercicio de la ciudadanía. Para ello se entrevistó a expertas en participación y entornos digitales, además de realizar sesiones de codiseño con mujeres de diferentes perfiles. Los resultados muestran la percepción femenina sobre el fenómeno estudiado, destacando las posibilidades percibidas en relación con la participación, la comunicación, la organización, la visibilización y el empoderamiento. También se ha obtenido información sobre las limitaciones que ellas sufren en referencia a la participación ciudadana virtual y a las formas de superarlas mediante programas de alfabetización y de sensibilización digital y diferenciados por grupos de edad. Finalmente, aparece la necesidad de adoptar una perspectiva interseccional en relación con el fomento de la participación virtual y de incorporar a la ciudadanía digital la dimensión del cuidado de uno mismo y de los demás.
... The DT process is a human-centered, cyclical, iterative, exploratory, and sometimes chaotic methodology (Brown, 2008;Brown and Wyatt, 2010;Razzouk and Shute, 2012). While the DT process is explained through different models, all of them share the same foundational principles. ...
Bu çalışmanın amacı ortaöğretim öğretmenlerinin Tasarım Odaklı Düşünme yaklaşımına yönelik bakış açılarının incelenmesidir. Bu doğrultuda çalışmada karma araştırma yöntemlerinden biri olarak değerlendirilen Q-metodolojisi yöntemi kullanılarak tasarım odaklı düşünme yaklaşımına ilişkin öğretmenlerin bakış açıları belirlenmiştir. Araştırmaya 15 (2 erkek, 13 kadın) ortaöğretim öğretmeni katılmıştır. Tasarım Odaklı Düşünme etkinliği uygulaması Stanford d.school tarafından önerilen beş aşamalı model dikkate alınarak yürütülmüştür. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan 24 cümle içeren bir Q-Set Formu ve katılımcıların Q-setindeki bu cümleleri yerleştirecekleri bir skala olan Q-dizgesi kullanılmıştır. Toplanan veriler “PQMethod 2.35” programı kullanılarak faktör analizi ile incelenerek bakış açılarının belirlenmesinde Z değerleri kullanılmıştır. Analiz sonucu benzer ve farklı düşünceye sahip öğretmenler (faktörler) gruplandırılarak dört faktör altında toplandığı tespit edilmiştir. 11 kişi 1. faktörde, 1’er kişi 2. ve 3. faktörde, 2 kişi 4. faktörde yer almaktadır. Belirlenen bu dört faktörün, Tasarım Odaklı Düşünme sürecinde insan merkezli yaklaşımı önemseyen olumlu bir bakış açısına sahip olduğu tespit edilmiştir. Çalışmaya katılan 15 öğretmenden 11’inin (grubun %44’ünün) bir faktör altında toplanması, grubun genel karakterinin Tasarım Odaklı Düşünme yaklaşımına yönelik olumlu bir bakış açısına sahip olduğunu göstermektedir.
... One approach to completing a co-design process is by using the process of Design Thinking (DT). DT typically involves five flexible steps of collaboration between key users to generate solutions that meet their needs and fit context, i.e. 1) empathize with users; 2) define the problem; 3) ideate to generate ideas; 4) prototype to co-create solutions; and 5) test solutions) [12]. DT is increasingly recognized as a practical approach for addressing a variety of community and educational problems [13][14][15]. ...
Background and Need for Innovation
There is a large body of evidence that assessment systems in medical education are inequitable for many groups of learners. A common approach to improve equity has been the use of organizational strategies, where training program leaders work to develop and implement improvements in existing assessment systems from their perspective to improve equity. However, emerging assessment approaches, such as justice-oriented assessment, argue that assessment systems must be made more equitable by critique and re-building through co-design with learners, assessors, and other key users. Little is known about how to apply these methods to workplace-based assessment in medical education.
Goal of Innovation
To fill the knowledge gap about how to co-design a more equitable, justice-oriented, workplace-based assessment system in pediatric post-graduate medical education.
Steps taken for Development and Implementation of innovation
Using the Design Justice framework, the authors completed 4 of the 5 phases of Design Thinking to co-design with learners and other users a workplace-based assessment system in their institution’s pediatric residency program.
Evaluation of Innovation
To understand whether and how Design Justice principles were present and operationalized in the process of co-designing the assessment system, the authors evaluated the design activities in each phase of the Design Thinking process, the outputs of the design process, and the experiences of participating users.
Critical Reflection
Evidence of Design Justice principles included participants’ feelings of being heard, affirmed, and empowered, as well as the design teams’ iterative, critical reflection on making the project accessible, accountable, sustainable, and collaborative. This project offers a practical example of co-designing a justice-oriented assessment system, the process and principles of which can inform the efforts of advancing equity in assessment.
... Transdisciplinary research is defined as "research that tackles real-life problems, addresses their complexity by involving a variety of actors from both science and practice, considers the diversity of their perspectives, and creates knowledge that is solution-oriented, socially robust, and transferable to both scientific and societal practice" (Hoffmann et al., 2017). It is a type of research wherein Design thinking has proven to be a core methodology (Brown & Wyatt, 2009;Mulgan, 2014;Pearce, 2020), a specialized branch of which is urban RtD. Within this field, social learnings have been acknowledged as key outcomes (Pahl-Wostl, 2006;Reed et al., 2010;Popa et al., 2014;Herrero et al., 2019). ...
... One of the key advantages of using artificial intelligence (AI) in space design for a brand, compared to traditional design methods, is the rapid generation of multiple alternatives and the quick evaluation of these alternatives by the designer. This enables brands to build their identities in a more dynamic way [18]. Additionally, the changing role of AI in the process helps designers develop strategies that strengthen the brand identity not only through the physical dimensions of the space but also within digital and virtual environments. ...
Branding and brand identity emerged from the desire to stand out in line with consumption needs. Branding and corporate identity design are processes that must be carried out simultaneously. In this context, the design of the brand's structure, interior spaces, and stores intersects with the discipline of architecture in the creation of a "brand identity." Spatial design, through the use of architectural elements and spatial configurations, differentiates the brand and aims to capture customer attention. Today, the role of artificial intelligence (AI) in the design process is being questioned. Text-to-image AI algorithms redefine architectural formation by generating unique and diverse design outputs. In this context, the question, "Can artificial intelligence produce architectural spaces for brand identity?" forms the basis of this research. The study aims to use text-to-image technology to rapidly generate diverse design alternatives for a local brand. The relationship between text to-image technology and decision-making is shaped by its ability to guide and optimize users' creative processes. This technology allows users to provide text-based inputs to generate visual outputs, playing a critical role in visualizing both design options and possibilities in the decision-making process. By examining the contributions of the generated visuals to brand identity and architectural design, this method is proposed as a new approach to architectural design. While designers assume the role of decision-makers in this process, AI emerges as a significant design parameter.
... An individual's experiences and behaviours during adolescence are intimately associated with their lifelong health [7]. As the adolescent population in the United States continues to grow, so does the need to improve adolescent health service delivery [8]. Health services research has historically positioned youth as participants [9,10]; however, there is a critical need to more actively engage youth, given the implications of involving endusers in innovation. ...
Introduction
Youth are experts of their experiences and well‐positioned to be effective partners in innovation. A common method to engage youth in innovation is through an advisory board. This paper focuses on the development and implementation of a nation‐wide teen advisory group (TAG) as part of the Comprehensive Healthcare for Adolescents Initiative (CHAI) Project at Texas A&M University. The CHAI project aimed to develop innovative programs that increase youth access to, and enhance experiences with, healthcare services. A TAG was developed at the project's onset to ensure youth voice and experiences drove the program development process. This paper describes methods used to recruit and convene CHAI TAG members, results and outcomes of their efforts throughout the program development process, and conclusions and lessons learned for practitioners and youth engagement researchers.
Methods
Project staff from Texas A&M University recruited youth from across the nation through electronic mediums in Fall 2020. Engagement comprised meeting attendance and take‐home activities. All meetings and activities were optional based on the youth's availability.
Results
Throughout the project, CHAI hosted 31 virtual meetings and offered nearly 20 unique activity opportunities for TAG members. Their insights and ideas drove the direction of the program development process, informing program design and content.
Conclusion
The TAG's insights and feedback were instrumental in developing programs related to youth‐friendly spaces, confidentiality, assessing for unmet needs and healthcare navigation. The program's success in engaging youth provides a model for other youth engagement efforts.
Patient or Public Contribution
This paper focuses on how a group of young people from across the country served as members of a teen advisory group (TAG) to develop innovative programs for healthcare settings. Said TAG members provided invaluable insight that informed and drove a cyclical program development process. The TAG members began by sharing their experiences with healthcare services and providers, then they envisioned ideal healthcare encounters. Such experiences, along with the youths' continuous feedback, led to the development and fine‐tuning of three program ideas focused on organizational change to improve adolescent healthcare.
... Pendekatan ini kini telah menjadi bagian dari strategi inovasi berbagai perusahaan global seperti SAP dan IBM, tidak hanya dalam pengembangan produk tetapi juga dalam inovasi layanan (Brown & Wyatt, 2010;Plattner et al., 2009). Ketiga, tim mengeksplorasi kelayakan ekonomi dari ide-ide inovatif dengan menghubungkannya pada pola model bisnis baru dan mengujinya melalui studi percontohan (Osterwalder & Pigneur, 2010). ...
Buku "Socio-Technopreneurship: Transformasi Digital dalam
Kewirausahaan Sosial" ini lahir dari kebutuhan akan pemahaman yang
lebih mendalam mengenai bagaimana teknologi dapat digunakan sebagai
alat untuk menciptakan perubahan sosial yang berkelanjutan. Di era
digital saat ini, peran wirausaha tidak lagi hanya sebatas mencari
keuntungan, tetapi juga berkontribusi dalam menyelesaikan berbagai
permasalahan sosial yang ada. Oleh karena itu, konsep socio-
technopreneurship menjadi semakin relevan, karena menggabungkan
inovasi teknologi dengan nilai-nilai kewirausahaan sosial untuk
menciptakan solusi yang lebih efektif dan berdampak luas.
Buku ini membahas:
Bab 1 Pengantar Socio-Technopreneurship
Bab 2 Transformasi Digital dan Dampaknya pada Kewirausahaan Sosial
Bab 3 Prinsip Dasar Kewirausahaan Sosial
Bab 4 Peran Teknologi dalam Menyelesaikan Masalah Sosial
Bab 5 Inovasi Digital untuk Keberlanjutan
Bab 6 Ekosistem Digital untuk Socio-Technopreneurship
Bab 7 Model Bisnis Socio-Technopreneurship
Bab 8 Strategi Pengembangan Produk dan Layanan Berbasis Teknologi
Bab 9 Pendanaan dan Keberlanjutan Finansial
Bab 10 Implementasi Socio-Technopreneurship di Berbagai Sektor
Bab 11 Pengelolaan Risiko dalam Socio-Technopreneurship
Bab 12 Kolaborasi dan Kemitraan dalam Socio-Technopreneurship
Bab 13 Tren Masa Depan Socio- Technopreneurship
Bab 14 Isu-isu Kontemporer Socio-Technopreneurship
... Co-creation methodologies that enable developing and maintaining a close working relationship with stakeholders should be adopted. A combination of methods -such as group discussions, in-depth interviews, sandpits, games, policy labs (Matti et al 2022), design thinking-based tools (Brown and Wyatt 2010), and living labs (for example that allow developing, implementing, and testing different products, procedures, processes, and evaluations in specific industries, especially of smart city strategies) -should be adopted at different stages of the process. The use of digital tools has been considered efficient and also attracts younger participants (for example through digital games). ...
... Next, the ideation phase uses these design implications to inspire and inform design concepts, after which the implementation phase involves prototyping and ultimately evaluating them [21,24]. Central tenets of HCD include continuous iteration, as well as embracing ambiguity; that is, accepting that it is difficult to anticipate or control outcomes of the approach [9]. ...
Human-centered design (HCD) centers users' perspectives in the technology design process. This approach is widely used in ICTD to develop digital interventions for people in low-and middle-income countries (LMICs), including mobile health (mHealth) applications. However, primarily using HCD to develop digital interventions limits understanding of how to design interventions for users who do not regularly use digital technologies, particularly smartphones. In this article, we contribute a case study documenting our collaboration with Kenyan adolescents and their caregivers to develop a prototype paper-based diary to support type 1 diabetes (T1D) management. We describe how outcomes from the project's user research and ideation phases-in particular, findings from two design workshops-contributed to the development of the diary. Our findings motivate a discussion about considering alternative HCD outcomes: in particular, non-digital interventions, new knowledge creation, and community-building
Pengantar Dalam dunia pengembangan produk yang semakin kompetitif dan cepat berubah, keberhasilan sebuah inovasi tidak hanya ditentukan oleh kecanggihan teknologi atau keunikan ide semata, tetapi juga oleh sejauh mana produk tersebut mampu menjawab kebutuhan nyata pengguna. Oleh karena itu, pendekatan user-centric atau berpusat pada pengguna menjadi semakin penting dalam proses inovasi. Pendekatan ini menempatkan pengguna tidak sekadar sebagai penerima akhir, tetapi sebagai mitra aktif dalam proses penciptaan nilai mulai dari eksplorasi ide hingga pengujian produk. Keterlibatan pengguna dalam inovasi telah lama dibahas dalam literatur co-creation, open innovation, dan design thinking. Namun, tantangan utama yang sering diabaikan adalah bagaimana memilih jenis pengguna yang tepat untuk tahap inovasi yang tepat. Tidak semua pengguna cocok untuk semua fase. Sebagai contoh, pengguna biasa mungkin tidak mampu mengevaluasi ide yang sangat inovatif karena keterbatasan pengetahuan teknis, sementara pengguna dengan kebutuhan ekstrem atau Lead Users justru dapat menghasilkan terobosan ide yang belum terpikirkan sebelumnya (von Hippel, 2005). Oleh sebab itu, penting bagi manajer inovasi untuk menyusun strategi pelibatan pengguna yang sesuai dengan tantangan spesifik dari setiap fase pengembangan produk. Dengan memahami berbagai peran yang bisa dimainkan oleh berbagai tipe pengguna, perusahaan dapat menciptakan produk dan layanan yang tidak hanya inovatif, tetapi juga relevan dan berdaya guna secara nyata bagi konsumen. Esai ini akan menguraikan lebih lanjut tentang pentingnya keterlibatan pengguna dalam tiga fase utama: eksplorasi, ideasi, dan pengujian, serta bagaimana pemilihan jenis pengguna yang tepat dapat menciptakan nilai tambah dalam pengembangan produk baru. Eksplorasi: Menggali Kebutuhan yang Belum Terpenuhi Tahap eksplorasi merupakan titik awal yang sangat penting dalam proses inovasi. Pada fase ini, tujuan utamanya adalah menemukan peluang baru dengan cara memahami secara mendalam kebutuhan pengguna yang belum terpenuhi oleh produk atau layanan yang saat ini ada di pasar. Proses ini sering disebut sebagai fuzzy front-end karena sifatnya yang masih belum jelas dan penuh ketidakpastian. Namun, justru pada titik inilah banyak potensi inovasi ditemukan. Jika perusahaan gagal membaca kebutuhan yang nyata dan relevan bagi konsumen, maka kemungkinan besar produk baru yang dikembangkan akan mengalami kegagalan di pasar
Vijaya Sunder M, Rithica Mamidi, and Rajendra K. Srivastava delve into the dynamic power of design thinking in healthcare. Through an in-depth exploration of e-Paarvai, an app that detects cataracts, they reveal four pivotal capabilities that managers can use to address complex social problems.
Este artigo apresenta uma metodologia de pesquisa que integra análise qualitativa e quantitativa à metodologia de ensino híbrida, fundamentada em conceitos de Design Thinking, Interdisciplinaridade e Empreendedorismo. A pesquisa foi realizada na disciplina Arquitetura de Computadores II, do Centro Universitário Uniritter, em Porto Alegre, RS. O objetivo da metodologia aplicada foi demonstrar a prática do empreendedorismo em cursos de graduação como Ciências da Computação, Análise e Desenvolvimento de Sistemas, Engenharias, Design, Jogos e Administração, estimulando a criação e prototipagem de projetos inovadores e a interdisciplinaridade. A disciplina foi estruturada em 8 etapas, que combinaram abordagens tradicionais de ensino com a criação autônoma de projetos ao longo do semestre. As atividades incentivaram a cooperação e promoveram momentos pedagógicos significativos para o ensino-aprendizagem, desenvolvendo o espírito empreendedor dos alunos através da criação de soluções, produtos e serviços inovadores para o mercado nacional. Além disso, contribuíram para a formação de um laboratório interdisciplinar, prototipagem de produtos, estímulo ao empreendedorismo, criação de uma incubadora institucional, premiações e reconhecimento internacional. Os resultados mostraram que o conhecimento gerado incentivou e potencializou o desenvolvimento das carreiras dos alunos, integrando diversas áreas do saber com uma visão empreendedora.
This article demonstrates a reflective and collective inquiry process among eight stakeholders of a multi-year partnership between a university social innovation center and a youth play non-profit during year one of the COVID-19 pandemic. We asked whether “pausing” a University-Community project for reflection and recalibration was an ethical response to disaster contexts. Drawing from cooperative inquiry (CI) and collaborative developmental action inquiry (CDAI) methodologies, as well as co-authorship and reflective journaling, we developed a co-inquiry process that revealed the disparities between University and Community actors within a long-term partnership. Co-inquiry helped us reattune to power-sharing goals of participatory action research as we explored new modes of engagement through progressive rounds of loop-learning. While the pandemic exacerbated unilateral patterns of engagement that plague partnerships, it created an opportunity to prioritize relationship-rebuilding and frame-creation. We found that co-authorship was methodologically important for facilitating co-inquiry and that pausing and holding space for this shared reflection was a key driver of learning.
Bu araştırma ile Türkiye’de faaliyet gösteren sosyal girişimcilerin sosyal
sermayelerinin sosyal girişimcilik faaliyetlerindeki rolü araştırılmıştır. Araştırmada
nitel araştırma yöntemi kullanılmıştır. Araştırmanın amacı doğrultusunda Türkiye’de
faaliyet gösteren 17 sosyal girişimciyle yüz yüze görüşmeler yapılmıştır. Araştırma
sonuçları sosyal girişimcilikte iş kurma sürecinde ve sürdürülmesinde sosyal
sermayenin etkili bir faktör olduğunu; sosyal girişimcilerin bağlayıcı ve köprü kuran
sosyal sermaye türünden yararlandıklarını ortaya koymaktadır. Bu bakımdan
araştırmanın sosyal girişimcilik alanında son yıllarda ortaya çıkan gelişmeler
ışığında Türkiye’deki mevcut durumun belirlenmesi ve sosyal girişimciliğin
Türkiye’de aktif ve sürdürülebilir olması açısından katkı sağladığı düşünülmektedir.
International and Canadian policy recommendations underscore the urgent need for more STEM graduates and systemic educational reform, particularly in fostering global competencies. This study examines the collaborative development of an innovative high school STEM program aligned with the United Nations’ Sustainable Development Goals, focusing specifically on family involvement. We ask, “How are families contributing to the co-design and revision of an innovative STEM program in a southern Ontario secondary school”? Grounded in human-centered design and developmental evaluation (DE), the study uses a mixed-methods annual survey administered to parents from 2021 to 2024. A total of 143 parents shared their perspectives on the program’s strengths, challenges, student engagement, global competency development, and future readiness. Findings reveal that families played a key role in shaping a student-led, project-based STEM program grounded in real-world issues. While parents expressed overall satisfaction, they also identified challenges such as limited collaboration, communication gaps, insufficient community engagement, and concerns about academic rigor. Recommendations include enhanced communication strategies, a dedicated site coordinator, more classroom support, and ongoing curriculum review. The paper highlights the value of a design lab approach in deepening parent engagement and continuously evolving STEM education in response to community needs.
The present investigation was carried out to evaluate the correlation between time management and student learning outcomes in physical education. A total of 30 (20 male and 10 female) Subjects from the post graduation level age ranged 21-23 from department of physical education at Sri Guru Granth Sahib World University, Fathegarh sahib, Punjab were selected for the purpose of study. The present investigation's methodology used was an quantitative design connection to link students' learning outcomes to their capacity for time management. The data for time management was taken using the Time Management Questionnaire (TMQ) developed by Sema Alay and Settar Kocak in 2002. This questionnaire was constructed from three main indicators, including: 1) Time planning consisting of 16 items; 2) Time attitude consisting of 7 items; and 3) Time waster consisting of 4 items. There are eight negative statements from 27 TMQ items (16, 18, 22, 23, 24, 25, 26, 27) while the data for learning outcome was taken from the documentation of students' grades in Physical Education subjects in the first semester post graduation. The researchers used documentation data on learning outcomes because the time management process of the students did not occur instantly and partially, so that researchers viewed learning outcomes of physical education data in the first semester. The copies of the questionnaire were personally distributed to all the subjects and ensure them about giving the correct and valid answers. The researchers assist the subjects in filling the questionnaire wherever they feel any difficulty.The obtained data was analyzed by applying the descriptive and Pearson's product moment correlation statistical technique. Results indicate that a significant relationship between time management and student learning outcomes was found.
Sustainability has traditionally been framed as an external objective, driven mainly by compliance with regulations and corporate social responsibility. This paper proposes a paradigm shift toward "SustainAbility", conceptualized as an intrinsic capacity for individuals, organizations, and systems to internalize sustainable principles. By critiquing compliance-driven approaches, such as the EU Non-Financial Information Directive in producing a real transformative impact, this paper identifies a gap: the need to transition from surface-level reporting to embedding sustainability, into behavioral and organizational change. To bridge this gap this paper positions Design Thinking as a transformative methodology, rooted in creativity, empathy, and iterative problem-solving, suitable for systemic sustainability challenges. We present a multi-dimensional framework that connects Design Thinking to behavioral and organizational shifts through four pillars: aligning behavior with systemic goals, embedding iterative processes as adaptive mechanisms, operationalizing systems thinking for strategic impact, and fostering a culture of innovation and resilience. These contributions aim to inspire innovation, behavioral change, and systemic real transformation in sustainability science and practice.
Design Thinking (DT) is considered one of the essential competencies that should be developed for primary school students in the context of educational innovation and digital transformation. This study aims to analyze the current situation of developing design thinking for primary school students in Vietnam and to propose a system of specific measures to foster this competency through practical, creative, and problem-oriented learning activities. Based on theoretical research and practical analysis, the study proposes four key measures: (1) Organizing learning activities based on the design thinking model; (2) Enhancing experiential activities and project-based learning associated with real-life situations; (3) Creating a creative learning environment and encouraging students to experiment; and (4) Developing students’ skills in critical thinking, evaluation, and product improvement. The research findings confirm that these measures not only enable students to fully experience the essential components of the design thinking process (Empathize, Define, Ideate, Prototype, Test, and Refine) but also contribute to fostering important competencies aligned with the requirements of competency-based education as outlined in the 2018 General Education Curriculum of Vietnam.
Supply chains are complex and systemic sociotechnical systems that exhibit so-called “wicked characteristics”, especially when operating in the context of sustainability. This publication explores the extent to which service design can support a sustainability transition in the field of supply chain management, especially by acting as an intermediary between different stakeholders and empowering innovative forerunners. As a first step, we conducted a systematic literature review (SLR) to identify current models or frameworks integrating systems, service design and transitions, using the UK Design Council’s systemic design approach as a process model. Our findings indicate that the existing models and frameworks have not been applied in the field of supply chain management to design transitions. We propose future studies to investigate how these models and frameworks can be adapted and leveraged to foster more sustainable supply chain management.
This handbook brings together cutting-edge scholarly thinking about the global trends and future directions of creativity in education. Diverse models and frameworks capture the state of the field with a focus on cognitive, social, and cultural areas of creativity in education. Barriers and supports to creativity are examined in educational policy, assessment, curriculum, classroom environments, and school contexts. This handbook is designed to propagate new research and applications in the field by helping students, researchers, and program evaluators understand and apply these models of creativity to how students, teachers, and leaders enact creativity in learning, teaching, and leading. The handbook will inspire new work to advance the study and practice of creativity in education. Section 1 provides an overview of creativity frameworks, models, and pedagogies of education to anchor the handbook. Research on creativity in students, teachers, and schools is discussed in Section 2. Culture and communities of creativity are explored in depth in Section 3. Section 4 covers creativity in academic disciplines such as art, music, math, science, and engineering. Last, Section 5 provides thought-provoking chapters on researching education.
Introduction
There are few online resources that provide authoritative and comprehensive information on Crohn’s perianal fistula (CPF). In this study, we aimed to use a human-centered design thinking approach to develop and validate 2 educational CPF videos and an accompanying website to support patients with CPF.
Methods
We used a design thinking approach to understand the unmet educational needs of patients with CPF. We conducted 3 rounds of interviews with a diverse sample of patients with CPF and used the resulting insights to iteratively develop 2 unbranded educational videos optimized for social media and an accompanying website. To validate the 2 videos, we performed an online survey with CPF patients to assess the impact of the videos on patient activation as measured by the patient activation measure (PAM).
Results
Our design thinking approach with 20 CPF patients allowed us to empathize with them, gain an in-depth understanding of their informational needs, and iteratively test and update the educational materials based on their input. Using their feedback, we created 2 videos (“What is a Crohn’s perianal fistula?” and “How to treat Crohn’s perianal fistula?”) and a corresponding website called “Heal My Fistula.” In qualitative testing, patients described both videos and the website as “accurate”, “informative”, “simple”, “easy to understand”, and in line with their expectations. In validation testing through a pre-post survey (N=357), both videos led to statistically significant improvements in PAM scores ( P <0.001).
Conclusion
Through a human-centered design thinking approach, we developed and validated 2 informative videos and a website (healmyfistula.org) for addressing the educational needs of patients with CPF.
Design pathways allow cities to successfully implement social innovation (SI) within a system of stakeholders committed to achieving climate neutrality. This chapter describes tools and methods that cities and scholars can utilize to develop and enhance social innovation projects. Such methods are based on the Social Innovation Pathway and Toolkit developed in the NetZeroCities project and derived from a design-based learning framework. The approach prioritises human-centred principles of co-design and co-production, and reduces risk by building buy-in, flexibility, non-linearity, and innovation. Two user pathways are outlined: tailoring the SI process for bottom-up and top-down support for city Transition Teams, public administration, and local stakeholder working on a city’s climate agenda. The lifecycle of the SI pathway is divided into five progressive phases to analyse the context for understanding of the system, reframe problems while co-designing a portfolio of tools and methods that meet the cities’ challenge(s), envision alternatives as they take action with iterative ideation, prototype and experiment by testing prototypes to gain insight on their impact before full implementation, and evaluate and scale to integrate the innovation within the larger ecosystem
This study presents a blueprint for an early‐stage business model focused on repurposing second‐life electric vehicle (EV) batteries for solar‐energy storage in Bottom of the Pyramid (BoP) markets. Addressing the critical need for affordable and sustainable energy solutions there, the research integrates principles of strategic and innovation management, international management at the BoP, and management for the circular economy. The proposed framework of an early repurposing business model highlights four key design themes: novelty, efficiency, complementarity, and lock‐in, tailored to the unique challenges and opportunities in these markets. A case study on two remote villages in the Brazilian Amazon deepens our blueprint for an early repurposing business model at the BoP.
Among the most effective ways to develop individuals’ skills and competences in the twenty first century is to use Design Thinking (DT) as a problem-solving approach. Several fields of study have employed this approach to facilitate students’ problem-solving skills through Information and Communications Technologies (ICT). Nevertheless, this skill has been glaringly overlooked in Computer-assisted Language Learning (CALL). For this sake, the researchers developed the Design Thinking Skills in Artificial Intelligence Language Learning (DEAILL) scale to address this gap in Artificial Intelligence Language Learning (AILL) and examined its role in shaping Artificial Intelligence L2 motivational self-system (AIL2MSS) and L2 grit among 92 Spanish English as a Foreign Language (EFL) students. Having validated the factorial structures of DEAILL, AIL2MSS and L2 grit in the study context, the Partial Least Structural Equation Modeling (PLS-SEM) showed that the more often language learners collected AI feedback based on their areas of needs and applied it to their target learning context, the more positive their future image and current L2 identity in AILL became. Additionally, the sign of authenticity gap was observed in this context, demonstrating participants’ perception of AILL and DEAILL as more authentic contexts and skills compared with their previous learning experiences and skills. This mediated the relationship between learners’ DEAILL skills and their L2 grit to devote more interest and persistence to AILL problem-solving. Consequently, the study proposes a new theoretical framework for CALL and the Common European Framework of Reference for Languages (CEFR) and recommends that language teachers prioritize the development of learners’ problem-solving skills rather than learning outcomes. Furthermore, it is advisable for pedagogical experts to offer targeted teacher training programmers that equip language instructors with the skills and knowledge to foster DEAILL skills through CALL tools. Such professional development would ensure that teachers are prepared to integrate technology effectively into their language teaching. Additionally, including DEAILL competence as a mandatory criterion for language instructors could further enhance the quality of technology-enhanced language education.
Incorporating design thinking in project-based learning (PBL) can generate a new praxis to epitomise an ecology of active-learner approach and embrace the authenticity of collaborative problem-based learning. Design-oriented disciplines in higher education are expanding their teaching and research objectives to prepare future designers to confront the increasingly complex problems arising in the new normal. This paper discusses the learning outcomes of two joint collaborative PBL projects by higher education institutes in Hong Kong and Australia to explore the application of the theoretical structure of design thinking to multidisciplinary design projects where students partner with community stakeholders and professionals to construct new social innovation. The paper explains how empathic design can encourage transdisciplinary student engagement, enhance learners’ motivation and generate a sustainable impact on society.
Objective
This report presents the co‐design framework for developing, prototyping, testing and implementing a Web‐based Platform (WBP) that will use participatory approaches to engage rural communities.The WBP will be used to understand the unique factors influencing access to healthy and unhealthy foods and to generate potential solutions for promoting healthier diets.
Methods
A human‐centred design (HSD) approach will be used to ideate, prototype, test and implement the WBP.
Design
Participatory Action Research.
Setting
Two rural local government areas in Australia.
Participants
Participants will include key stakeholders from each local government's relevant public health organisations, in addition to community members.
Main Outcome Measures
Reach (number, cohort representation and geographic spread) of active participants in the co‐design process, community members that used the WBP tool and adoption (completion of WBP activities).
Results
A usable platform for communities to generate local solutions to drive change for diverse populations within rural communities in Australia.
Discussion
Significant advances and innovative approaches are needed to address the challenges of accessing healthy food in rural areas.
Conclusions
The resulting WBP has the potential to work at scale for communities in Australia and internationally in designing effective place‐based solutions.
A thorough bibliometric analysis is conducted in this study to investigate the state of social and environmental innovation research. The present study aims to identify developing trends, significant concepts, and collaboration networks in the subject by a thorough survey of scholarly literature. The analysis offers a comprehensive picture of the changing conversation around social and environmental innovation by incorporating a wide range of publications, such as reports, conference papers, and journal articles.The data shows a notable rise in publications over time pertaining to social and environmental innovation, indicating the field's increasing significance in tackling global issues. Research on social and environmental innovation is by its very nature interdisciplinary, incorporating elements from the social sciences, economics, business, and environmental science. This multidisciplinary approach makes it possible to fully comprehend difficult problems and come up with creative solutions. The existence of collaborative networks among scholars is highlighted by co-authorship network analysis. These networks make it easier to share knowledge, cross-pollinate concepts, and create all-encompassing solutions. The report highlights a number of topics related to emerging research, such as the role of technology in promoting social and environmental innovation, the circular economy and sustainable business models, inclusive entrepreneurship and social innovation, and sustainable supply chains. Researchers, practitioners, and policymakers can all benefit from the understanding this analysis provides. This information can be used by policymakers to guide the creation of laws that encourage environmental and social innovation. Experts are able to recognize new trends and recommended procedures. Scholars are able to pinpoint gaps in existing research and avenues for further investigation.
يهدف بحثنا الحالي إلى التحقق من دمج نمذجة معلومات البناء الـ (BIM) في عمليات التصميم الداخلي لتعزيز جودة واستدامة الفضاءات الداخلية من تحسين جودة الهواء وجودة الإضاءة. لقد برزت الـ (BIM) كأداة قوية في صناعات الهندسة المعمارية والبناء، مما أحدث ثورة في طريقة تخطيط المشاريع، وتصميمها، وإنشائها، وإدارتها. ومع ذلك، فإن تطبيقه في التصميم الداخلي لا يزال غير مستكشف بصورة وافية، خاصة فيما يتعلق بأهداف التصميم المستدام، إذ تسعى هذه الدراسة إلى سد هذه الفجوة من دراسة كيف يمكن للـ (BIM) من تسهيل إنشاء فضاءات داخلية مُستدامة مع تحسين جودة التصميم وكفاءته. وبعد مراجعة شاملة للأدبيات ودراسات الحالة، سوف يستكشف بحثنا الفوائد والتحديات وأفضل الممارسات المحتملة لتطبيق الـ (BIM) في مشاريع التصميم الداخلي مع التركيز على معايير الاستدامة. وبالتالي ستسهم النتائج المتوخاة في فهم أعمق لدور الـ (BIM) في تطوير ممارسات التصميم الداخلي المستدام وتوفير رؤى عملية للمهنيين والباحثين والأكاديميين وصانعي السياسات في هذا المجال
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