As society’s demand for talent continues to shift, education systems face mounting pressure to equip students with the skills they need to thrive in an ever-changing world. Beyond teaching traditional academic subjects, some schools have begun to focus on nurturing creativity, critical thinking, and adaptability to better prepare students for unforeseen challenges. Design thinking is gaining momentum across various sectors as a methodology emphasising problem-solving through empathy and innovation. How did we collaborate with schools to integrate design thinking into their curriculums and enhance students’ diverse skill sets? Let’s explore some concrete examples of how design thinking is applied in practice.
Fostering Empathy and Innovation
At TWGHs Yau Tze Tin Memorial College, F.3 students spent five months completing a memorable project, showcasing the power of empathy in design thinking. They began by visiting a dog shelter, observing and experiencing the daily tasks of the staff to understand the needs of both the dogs and the staff. Over 12 sessions, they applied skills in programming, woodworking, and 3D printing to create small inventions with STEM elements, such as automatic feeders and cleaning robots.
This learning experience not only enhanced their making skills but also developed their sense of empathy. Through observation and interviews with the staff, they realised that their initial assumptions about the users’ needs were inaccurate. While gathering feedback on their prototypes, they discovered that electricity was a significant issue. Although they had developed tools with high-tech functions, the shelter’s limited power supply hindered the tools’ operation, prompting them to rethink alternative solutions. This reflection process taught them that good design comes from truly understanding the user’s needs, rather than relying on preconceived ideas.
Throughout this project, they learned to cultivate empathy—carefully observing, listening, and putting themselves in others’ shoes to create more practical and meaningful solutions.
Bridging Design and Daily Life
At Stewards Pooi Kei College, F.1 students engaged in a 14-session “Design Thinking and Life” course, where they addressed the daily challenges faced by janitors, canteen staff, and teachers. The course emphasised building communication skills and fostering teamwork, while applying design thinking to enhance their problem-solving abilities.
One common challenge in teamwork was balancing the workload and handling disagreements. For instance, a group working on designing a pair of multi-functional cleaning gloves for janitors encountered conflicts regarding task allocation and the glove’s design. Initially, members insisted on their own ideas, unwilling to appreciate alternative suggestions. However, through guided discussions and reflection, they gradually understood the importance of mutual respect, letting go of preconceived notions, and listening to others. They learned to compromise when necessary and value diverse perspectives.
By the end of the course, the students presented a variety of innovative solutions, including multi-functional cleaning gloves and a mini fan for janitors, as well as a pen holder for teachers. These outcomes demonstrated how the students successfully applied empathy and teamwork to create practical solutions in real-life contexts.
Addressing Mental Health Through Creativity
At Buddhist Hung Sean Chau Memorial College, F.4 students addressed a pressing issue of mental health through a 16-session “iMaker Class”. They applied their maker skills and understanding of user needs to design creative games including a dance game to build confidence, a throwing challenge to enhance teamwork, and a matching game to strengthen campus knowledge.
To better understand the mental health challenges faced by their peers and teachers, the students conducted interviews with the users. Initially, many struggled to gather meaningful insights, often focusing on surface-level details. However, with practice and refined techniques, they learned to ask deeper, more thoughtful questions, uncovering the hidden emotional struggles their peers were facing. For instance, one group discovered through interviews that some students felt isolated, prompting them to design a cooperative game that emphasised communication and teamwork to foster connection.
This experience not only sharpened their interviewing skills but also nurtured critical thinking—the ability to assess user needs, iterate on designs, and continuously improve based on feedback. The students creatively applied empathy, ensuring their games were not only enjoyable but also served as tools for social connection and emotional support.
Community-Focused Innovation
The F.5 students at Buddhist Hung Sean Chau Memorial College tackled the project themed “Community Care,” designing solutions to improve the daily lives of Ngau Chi Wan Village residents. Through interviews and field observations, they gained valuable insights and incorporated these into their innovative ideas. Along the way, they encountered and overcame many challenges, which strengthened their resilience, critical thinking, and adaptability.
One group initially designed a payment app similar to PayMe, allowing busy housewives and elderly residents to make purchases by scanning QR codes at market stores. However, during prototype testing, they discovered that many users had low digital literacy, making the app difficult to use. Instead of seeing this as a failure, the students embraced the feedback, revisited their design, and made significant changes. They shifted from a digital solution to a physical one, designing a multifunctional cart that not only made it easier to carry and organise purchases but also featured a special design to safeguard wallets from theft.
This experience developed students’ resilience, allowing them to adapt and persevere through challenges. They also honed their critical thinking skills by learning from user feedback and continuously refining their designs. By the end of the project, they applied maker skills such as woodworking, 3D printing, and AI to create various innovative solutions, including a multifunctional grocery cart, a Cantonese AI translator for foreign domestic workers, and a self-service ordering app to ease the workload of restaurant staff. This showcased their ability to combine maker skills with real-world needs to serve the community.
Conclusion
These training programmes have not only enhanced students’ maker skills but also fostered essential mindsets such as empathy, resilience, critical thinking, teamwork, and effective communication. Through hands-on learning, students have come to understand that good design stems from truly understanding and respecting user needs. They also learned how to face challenges with courage and collaborate effectively with their peers to create solutions that satisfy everyone.
As schools and educators continue to provide these practical learning opportunities, we are not only preparing students for their future careers but also nurturing them to become innovative citizens who contribute to society in meaningful ways. Whether addressing issues for a dog shelter, supporting their peers, or solving problems for the community, the growth and creativity demonstrated by the students affirm that combining design thinking with maker skills is one of the keys to developing a “Future Ready” generation.
Are you planning a unique learning experience for your students? Contact us to explore how to integrate Design Thinking and STEAM into your curriculum!
