A Study on Learning Experiences in an Introduction to Education Course Utilizing Design Thinking

This study aims to analyze the learning experiences of pre-service teachers through an actual case of applying design thinking in an Introduction to Education course at a university. Based on this analysis, the study seeks to provide empirical data and implications for the design and improvement of future education courses incorporating design thinking. To achieve these research objectives, I conducted a literature review on the design and development of introductory education courses using the design thinking teaching method, conducted an action research study applying introductory education courses, conducted a questionnaire survey, conducted interviews, and analyzed the process from stage 1 (empathy) to stage 7 (prototype review and refinement). The major results of the study are as follows. First, the design thinking-based Introduction to Education course provided a learner-centered, creative, and collaborative learning experience, with a generally high level of student satisfaction. Second, Negative experiences included unfamiliarity with the concepts and theories of design thinking, ambiguity in defining problems and topics, difficulties in concretizing ideas, challenges in teamwork, and abstract feedback. Third, to enhance the effectiveness of such courses, there is a need for a more detailed and structured support system at each stage of the design thinking process. The results of this study can serve as foundational data for the development of various curricula targeting pre-service teachers and can inform the instructional design and implementation strategies that incorporate design thinking. Ongoing practical and empirical research in this area is recommended.