ABSTRACT
A fundamental aspect of design thinking is the constantly evolving problem space. For this reason, the field of design thinking must also evolve as a practice to adapt for the constantly changing future. This has immediate implications to the design thinking educational landscape as it must not only keep pace with this change but should indeed be leading it. However, the future of design thinking education remains unclear. In the following summary of this book’s findings on design thinking pedagogy, this future is explored. This chapter begins by revisiting the topic of epistemic fluency and its relationship to design thinking pedagogy. From here, key findings are summarised from each chapter, highlighting the lessons learnt, the principles and practices identified, and future initiatives that have emerged. The novel framework presented in Chapter 2 will also be revisited. The expert sidebar from Professor Lorraine Justice presents the future of design thinking education from her global career in design education leadership. The future of design thinking education is summarised through advocating for accreditation and standards in the field, as well as reflecting on teaching practices and student graduate capabilities. Finally, implications for design thinking in tertiary education and beyond will be explored, closing with a discussion on the next steps.
