DESIGN THINKING IN EDUCATIONBy Rex R. Lor(Note: The following article is part of a larger research study entitled Design Thinkingin Education: A Critical Review of Literature)One of the biggest challenges for education is how to prepare the students fora world that doesn’t yet exist. With the exponential advances in technology coupledwith the rapid “shrinking” of the world through globalization, the challenge offuture-proofing education is both a challenge that needs to be solved. Bruton (2010)argued that there is a need for this shift due to the world becoming an informationsociety with tech-savvy students who learn more by absorption and experience thanby reading and lecture.Leading the global initiative is the Partnership for 21stCentury Skills (P21)focusing their efforts on the national college and career preparation conversation.P21 has played an active and crucial role in guiding education policy by building analliance of future-thinking individuals to provide the framework of the 21stCenturySkills. Now becoming a global movement, its model is now widely recognized forintegrating 21stcentury skills into the core subjects of English, Mathematics, Science,Geography, Social Studies, Language and the Arts (Mishra & Kereluik, 2011).Proponents of this movement asserted that education should be moreresponsive to the changes brought about by globalization and technology providingfor services that can prepare the students to make relevant and sustainedcontributions to the future society (Ananiadou & Claro, 2009, Kereluik, et al, 2013;
Laguardia & Pearl, 2009; Norris, et. al, 2012; Rutkowski, et al, 2011; Trilling andHood, 1999). In the Philippines, the P21 21stcentury skills model has been integrated inthe K-12 education reform agenda through the Department of Education’s (DepEd)National Educational Testing and Research Center (NETRC). According to theAssessment, Curriculum and Technology Research Centre (ACTRC) (2015), acollaboration of the DepEd and the Assessment Research Centre of the University ofMelbourne (UM-ARC), “the overarching aim of the project is to cater for the Filipinostudent in terms of the needs and conditions of education and employment in thePhilippines.” Central to the framework borne out of the collaboration between DepEd-NETRC and the UM-ARC are the threefold foci on: 1) Information, Media &Technology; 2) Learning and Innovation; and, 3) Communication. This framework isreminiscent of the P21 Model where overarching themes in methodology focus oncritical and creative thinking, problem solving, innovation and collaboration. Withthis is the need to adopt a teaching methodology that supports the implementationof 21stCentury Learning, specifically in teaching creativity and innovation andintegrating technology in the context of collaboration.