Applying Design Thinking to Enhance Academic Writing Skills Among PhD Students in Chemistry", Cairo University as a Case Study

Academic writing is a critical skill for PhD students, particularly in the field of chemistry, where the ability to communicate complex ideas clearly and effectively is essential for academic success and future contributions to the field. However, many students struggle with clarity, coherence, and engagement due to the intricate nature of writing rules and feedback mechanisms. This study aims to improve the academic writing skills of PhD chemistry students at Cairo University by applying a Design Thinking framework, which emphasizes empathy, creativity, and iterative learning. The research investigates essential writing skills, assesses current student abilities, and evaluates the effectiveness of a Design Thinking-based program in enhancing these skills. A mixed-methods approach is employed, combining quantitative surveys to gauge students' perceptions of their writing abilities and the program's impact, with qualitative focus group discussions and individual interviews to gain deeper insights into their experiences and challenges. The findings reveal that integrating Design Thinking into the writing curriculum significantly enhances students' writing skills, confidence, and engagement with the writing process. Additionally, the study identifies the need for tailored support to address the diverse backgrounds of students. By implementing targeted strategies, this research aims to empower PhD students to write more confidently and effectively, ultimately improving their academic experience.