View in EDS

The Degree of Use of Design Thinking Skills in Developing Educational Practices among Faculty Members at King Khalid University: An Analytical Study

Saved in:
Bibliographic Details
Title: The Degree of Use of Design Thinking Skills in Developing Educational Practices among Faculty Members at King Khalid University: An Analytical Study
Language: English
Authors: Naif Mohammed Jabli (ORCID 0009-0006-0006-5404), Ahmed Sadek Abdelmagid (ORCID 0000-0002-3897-8632), Sarra Saad Saad AL Omair (ORCID 0009-0000-2949-2617), Noura Amer Asiri (ORCID 0009-0005-5902-9670), Reema Ahmed Assiri (ORCID 0009-0008-0416-8501), Aisha Mohammed Alalami (ORCID 0009-0005-9281-8284)
Source: Educational Process: International Journal. Article e20256019 2026 21.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Design, Thinking Skills, College Faculty, Educational Practices, Program Implementation, Barriers, Gender Differences, Teacher Qualifications, Knowledge Level, Teaching Methods
Geographic Terms: Saudi Arabia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose. Higher education has undergone rapid transformations, requiring innovative models to enhance teaching quality. Design thinking offers a creative, learner-centered framework for addressing educational challenges. This study analyzed the extent to which King Khalid University faculty members employ design thinking skills in their teaching practices, examined the influence of gender, academic qualification, and training courses, and explored obstacles to implementation. Materials/methods. The study employed a descriptive-analytical method. A questionnaire covering four domains--empathy and discovery, problem definition and interpretation, idea generation, and testing and evaluation--was administered to 246 faculty members. Data were analyzed using SPSS to calculate means and identify statistical differences. Results. Findings indicated a generally weak application of design thinking skills across all dimensions, with overall usage rated low. No significant differences emerged by gender or academic qualification. However, variations appeared in favor of faculty who had never attended training courses or had attended only a few. Results also highlighted limited awareness of the university's Design Thinking Center and multiple challenges hindering adoption, including insufficient knowledge, organizational and time constraints, and lack of experience and training. Conclusion. The study concluded that the integration of design thinking into faculty teaching practices remains limited, restricting quality and innovation in higher education. Recommendations included strengthening the Design Thinking Center's role, expanding applied training programs, fostering a culture of innovation, and embedding design thinking into faculty development initiatives.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500522
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1500522
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1500522
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Degree of Use of Design Thinking Skills in Developing Educational Practices among Faculty Members at King Khalid University: An Analytical Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Naif+Mohammed+Jabli%22">Naif Mohammed Jabli</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-0006-5404">0009-0006-0006-5404</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmed+Sadek+Abdelmagid%22">Ahmed Sadek Abdelmagid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3897-8632">0000-0002-3897-8632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarra+Saad+Saad+AL+Omair%22">Sarra Saad Saad AL Omair</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2949-2617">0009-0000-2949-2617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Noura+Amer+Asiri%22">Noura Amer Asiri</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5902-9670">0009-0005-5902-9670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reema+Ahmed+Assiri%22">Reema Ahmed Assiri</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-0416-8501">0009-0008-0416-8501</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aisha+Mohammed+Alalami%22">Aisha Mohammed Alalami</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9281-8284">0009-0005-9281-8284</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e20256019 2026 21.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose. Higher education has undergone rapid transformations, requiring innovative models to enhance teaching quality. Design thinking offers a creative, learner-centered framework for addressing educational challenges. This study analyzed the extent to which King Khalid University faculty members employ design thinking skills in their teaching practices, examined the influence of gender, academic qualification, and training courses, and explored obstacles to implementation. Materials/methods. The study employed a descriptive-analytical method. A questionnaire covering four domains--empathy and discovery, problem definition and interpretation, idea generation, and testing and evaluation--was administered to 246 faculty members. Data were analyzed using SPSS to calculate means and identify statistical differences. Results. Findings indicated a generally weak application of design thinking skills across all dimensions, with overall usage rated low. No significant differences emerged by gender or academic qualification. However, variations appeared in favor of faculty who had never attended training courses or had attended only a few. Results also highlighted limited awareness of the university's Design Thinking Center and multiple challenges hindering adoption, including insufficient knowledge, organizational and time constraints, and lack of experience and training. Conclusion. The study concluded that the integration of design thinking into faculty teaching practices remains limited, restricting quality and innovation in higher education. Recommendations included strengthening the Design Thinking Center's role, expanding applied training programs, fostering a culture of innovation, and embedding design thinking into faculty development initiatives.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500522
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500522
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: The Degree of Use of Design Thinking Skills in Developing Educational Practices among Faculty Members at King Khalid University: An Analytical Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Naif Mohammed Jabli
      – PersonEntity:
          Name:
            NameFull: Ahmed Sadek Abdelmagid
      – PersonEntity:
          Name:
            NameFull: Sarra Saad Saad AL Omair
      – PersonEntity:
          Name:
            NameFull: Noura Amer Asiri
      – PersonEntity:
          Name:
            NameFull: Reema Ahmed Assiri
      – PersonEntity:
          Name:
            NameFull: Aisha Mohammed Alalami
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
            – Type: issn-electronic
              Value: 2564-8020
          Numbering:
            – Type: volume
              Value: 21
          Titles:
            – TitleFull: Educational Process: International Journal
              Type: main
ResultId 1