Transforming the classroom into Higher Education: The Synergy between Design Thinking, the TPACK Model, and Open Educational Resources

This study proposed the transformation of higher education teaching through the synergy of Open Educational Resources (OER), the TPACK model, and the Design Thinking methodology. It focused on the learning of stereochemistry and isomerism of biomolecules within the Biology degree program at the Facultad de Ciencias, UNAM, under a new curriculum based on Kolb’s experiential learning model. During the COVID-19 pandemic, the need for flexible, ICT-supported methodologies became evident. In this context, OER served as key tools to democratize knowledge and promote autonomous and collaborative learning. The TPACK model enabled the integration of content, pedagogy, and technology, while Design Thinking provided a student-centered structure for solving complex problems through empathy, creativity, and experimentation. The methodological strategy was structured around six instructional actions; each linked to expected outcomes. Students followed an experiential learning process divided into four stages, in which specific actions, resources, and prototyping activities were defined. The approach included the manipulation of three-dimensional molecular models to encourage interdisciplinary, hands-on learning under the Design Thinking framework. This strategy enhanced students' conceptual understanding and ability to apply knowledge in real-life contexts through active experimentation. The proposal emphasized the need for continuous teacher training and institutional support to ensure the successful adoption of these innovative practices in higher education.