Design thinking in education: A paradigm shift in language learning

This study investigates the transformative potential of design thinking in language education. It identifies a research gap in the practical application of design thinking principles – originally developed for business innovation – to the challenges of language learning. The research aim is to examine how design thinking can address pedagogical, cognitive, and cultural barriers in language education, thereby promoting a learner-centred, adaptive environment. The methodology integrates qualitative case studies, including Innova Schools in Peru and Olympus Academy in New York, to illustrate design thinking’s application in diverse educational contexts. The five-stage framework of design thinking – empathy, define, ideate, prototype, and test – was applied to language learning scenarios, emphasising problem-solving and iterative improvement. Key findings show that incorporating design thinking supports language acquisition by aligning curricula with learner needs, promoting collaboration, and integrating AI-powered tools. These results suggest significant implications for curriculum design and teacher training as they provide a scalable model for addressing complex educational challenges.