A Qualitative Needs Analysis for Developing a Design Thinking Pedagogical Framework for Secondary Science Teachers in Malaysia

Introduction: In response to the Malaysia Education Blueprint 2013–2025 and the pedagogical demands of Industrial Revolution 4.0, this study investigates the need for a contextualized Design Thinking (DT) pedagogical model for secondary school science teachers in Malaysia. Methods: Guided by Phase I of the Design and Development Research (DDR) methodology, this qualitative study employed semi-structured interviews with three experienced science educators to explore their perceptions, challenges, and expectations related to DT integration in classroom instruction. Thematic analysis revealed three dominant themes: (1) the absence of a structured implementation framework, (2) challenges in aligning DT with national assessment practices, and (3) systemic barriers such as limited resources and time constraints. Informants emphasized the need for localized, practical guidelines, adaptable assessment tools, and sustainable training mechanisms.Results: These findings highlight a critical gap in current pedagogical practice and serve as empirical grounding for the development of a DT pedagogical model in Phase II. Conclusions: The study contributes to STEM education by advocating for a model that is both theoretically robust and operationally feasible within the Malaysian educational landscape.