Effect of Design Thinking on Students’ Creativity: A meta‑analysis

Abstract

Design thinking is a prevalent pedagogical approach in
teaching and learning, aimed at cultivating students'
creativity. While a substantial corpus of empirical studies
has explored the efficacy of design thinking pedagogy in
this regard, a systematic approach to analyzing these
studies remains underdeveloped. In order to provide a
uniform assessment of the utility of design thinking
pedagogy and to explore the effects of moderating
variables, this study used a meta-analytic approach to
analyze 24 empirical studies. The results showed that
design thinking exhibited a moderate effect on the
enhancement of students' creative (g = 0.726, p = 0.000).
The moderating effects of educational level, learning
environment, and design thinking methods on teaching
effectiveness were also analyzed. The exploration of future
research directions was also conducted on the basis of this
study.