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