ABSTRACT
As global sectors grapple with the rate of change on many fronts, traditional education systems are struggling to supply industry with graduates who possess an appropriate mix of critical thinking skills and hands-on experience. This has created a need for new types of graduates and has challenged the role of many learning institutions worldwide. The recent increased interest in design thinking as an approach to innovation has resulted in many designers training non-designers but also many non-design-trained professionals passing on design thinking training to non-design students. As a result, issues have emerged surrounding the methods and practices of teaching design thinking as a multi-, inter-, and transdisciplinary approach, which has led to the development of design thinking pedagogy. The creation of this new theoretical concept necessitates discussion and much-needed research, as explored through the expert sidebar by Dr Gjoko Muratovski who documents the impact design thinking has had on design education and the importance of design research rigour. This chapter explores the discourse and theory surrounding design thinking pedagogy through the investigation of design practice and the design profession; principles and practices of design thinking pedagogy; and introduces the design thinking pedagogy framework.
