Abstract

Author:
Joseph Christian P. Gesmundo

Doi: 10.26480/eldn.01.2023.38.42

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

The study explored the level of awareness of the graduate school (GS) fellows on the 19 Design Thinking (DT) mindsets and its implications for curriculum enhancement. A descriptive quantitative design was used with a sample of 112 GS fellows chosen through complete enumeration. The results showed that GS fellows had varying levels of awareness of the different components of DT mindsets. While some components, such as embracing risk, abductive thinking, and tolerance for ambiguity were less understood by the participants, other components, such as problem reframing, learning-oriented, and critical questioning were well-understood. Furthermore, the results indicated that the level of awareness of the design thinking mindset varied across different disciplines, with some disciplines showing a higher level of awareness than others. The findings suggest that there is a need for curriculum enhancement to increase the awareness and understanding of DT mindsets among GS fellows. Specifically, the curriculum should incorporate opportunities for experiential learning, multidisciplinary collaboration, and problem-based learning. Added, there is a need to assess the extent of the practice of the GS faculty of the Design Thinking Attributes.