Assessing the Influence of Design Thinking in South African Higher Education: A Comprehensive Review of Diverse Stakeholder Perspectives on Problem-Solving and Creativity

Oluwatoyin Ayodele Ajani, Shoba Rathilal

Abstract

This study systematically examines the influence of design thinking in South African higher education, emphasizing its role in enhancing problem-solving and creativity among diverse stakeholder groups. The research aims to explore how design thinking addresses complex educational challenges and to identify strategies for its effective integration into academic contexts. The novelty of this study lies in its context-specific approach, providing a comprehensive synthesis of literature that highlights the unique socio-economic, cultural, and institutional dynamics of South Africa. Unlike previous research, this review not only maps the theoretical and practical applications of design thinking but also proposes actionable recommendations tailored to the South African higher education sector. The findings underscore design thinking’s potential to foster innovation, interdisciplinary collaboration, and inclusive pedagogical practices, thereby contributing to the transformation of higher education in the region.

 

Keywords: Design Thinking, Higher Education, Problem-Solving, Creativity, Innovation, South Africa, Curriculum Development.

 

DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.65.13


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