GUIDELINES FOR ENHANCING DESIGN THINKING ATTRIBUTES AND EMPOWERING THE APPLICATION OF DESIGN THINKING IN SCHOOLS

Abstract

Design Thinking (DT) is increasingly recognized as a critical capability for leaders in business and other sectors, including education, where schools operate as complex organizations requiring innovation and adaptability similar to businesses. This study positions school administrators as strategic human capital whose DT attributes drive organizational innovation and transformation toward design thinking-oriented schools. Using a mixed-methods design, the study examined DT practices across diverse school contexts and developed implementation guidelines to enhance DT-based leadership. A quantitative survey of 480 administrators was used to assess DT attributes, implementation levels, outcomes, and barriers. This was followed by qualitative interviews and focus groups with administrators and DT experts to explore leadership development pathways, practical DT practices, and context-specific challenges. Results indicated that DT implementation levels were primarily explained by DT attributes—especially acceptance and beliefs—accounting for 44% of the variance, while DT outcomes were influenced by DT attributes and policy implementation within a supportive learning culture, with school context playing a secondary but significant role (44.6%). Qualitative findings highlighted both enablers and barriers, emphasizing the need for context-sensitive strategies. The proposed framework for design-oriented leadership in school leaders, offers actionable guidance for cultivating innovation-oriented, human-centered leadership and aligning educational organizations with design thinking practices commonly applied in progressive business contexts. These findings provide a foundation for context-based strategies to empower the application of DT in schools.