Design Thinking and Project-Problem-Based Engineering Teaching and Learning in South Africa

South Africa's evolving education, conventional approaches frequently prove inadequate in cultivating critical reasoning and practical proficiencies essential for fostering innovation. The utilization of design thinking and project/problem-based engineering pedagogy presents encouraging prospects for addressing this deficiency, prioritizing hands-on learning and practical problem-solving. The integration and scalability within the South African context require further exploration to maximize their potential impact on education and society. This research investigates the efficacy of design thinking and project-based engineering pedagogies within the educational framework of South Africa. Its objective is to evaluate the advantages they offer in improving students' critical thinking, creative skills, and proficiency in addressing complex problems, offering valuable input for policy development and teaching methodologies. This study employs qualitative methodology to examine literature, case studies, and empirical investigations regarding the incorporation of design thinking and project-based engineering education in academic environments worldwide. The analysis delves into theoretical models, tangible results, and advantages within educational institutions with the goal of pinpointing effective strategies and consequences.