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A Design Thinking Integrated Learning (DTIL) model is discussed to embed real-world problem solving and innovation through empathetic, creative, and analytical processes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/design-thinking-in-action-fostering-21st-century-skills-alongside-subject-specific-knowledge-at-key-stage-3-in-dt/600407/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/design-thinking-in-action-fostering-21st-century-skills-alongside-subject-specific-knowledge-at-key-stage-3-in-dt/600407.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study in Key Stage 3 D&T?","Question",{"text":63,"@type":64},"The study focuses on integrating Design Thinking into Key Stage 3 Design and Technology to foster 21st-Century Skills alongside subject-specific knowledge.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the research design the evidence base?",{"text":68,"@type":64},"It uses a multiple case study approach derived from the “Solving Genuine Problems for Authentic Users Project,” involving students aged 12–13.",{"name":70,"@type":61,"acceptedAnswer":71},"What problem does the paper identify in current education and D&T?",{"text":72,"@type":64},"It examines the educational emphasis on knowledge in England and the potential erosion of D&T’s identity and scope under that framework.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600407,1792161665,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Design Thinking in Action: Fostering 21st Century Skills Alongside Subject Specific Knowledge at Key Stage 3 in D&T  \nPhilip A. Jones, Liverpool John Moores University, UK  \nAbstract  \nThis study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21stCentury Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users Project', which involves students aged 12-13. The paper critically examines the current educational emphasis on knowledge in England and the potential erosion of D&T's identity and scope within this framework. Through practical D&T activities rooted in Design Thinking principles, the study investigates how real-world problem-solving and innovation can be effectively embedded into early education to support students in tackling complex future challenges. The implementation of a Design Thinking Integrated Learning (DTIL) model is discussed, highlighting its capacity to engage students in empathetic, creative, and analytical processes that contrast with pervading approaches in D&T. The findings suggest that a balanced approach, integrating both knowledge and skills, is crucial for nurturing adaptable, competent learners capable of addressing the demands of the 21st-Century.  \nKeywords  \n21st-Century Skills, design thinking, constructivism, design and technology, pedagogy  \nThe Evolution of 21st-Century Challenges  \nThis paper extends the findings from a pilot study of the ‘Solving Genuine Problems for Authentic Users Project’ involving 12–13-year-old students at a school in the North-West of England (Jones, 2023) . The pilot study was presented at PATT40, which prompted reflections on the study’s theoretical framework, methodology and methods. This paper presents a multiple case study of four subsequent projects undertaken by students at the same school.  \nIn the contemporary context of rapid global change, the demand for the development of 21stCentury Skills has become increasingly crucial, including in education (Koh et al., 2015) .  \nTechnology extends and enhances human capabilities, ranging from simple tools such as a handaxe to advanced instruments such as a hadron collider. All technology amplifies human potential by either simplifying and accelerating processes or providing capabilities beyond natural human limits. In recent years, technological development has increased exponentially to the extent that it has outpaced human capabilities (Liu et al., 2024), highlighting a profound evolution in the tools at our disposal. This rapid technological progress, alongside the forces of globalisation, has fundamentally reshaped the nature of the workforce (Levy, 2010; Taylor et al., 2020), requiring individuals to possess a diverse skillset that goes beyond traditional academic knowledge. ‘Wicked’ problems (Buchanan, 1992; Rittel & Webber, 1973) such as  \nclimate change, overpopulation, and rapid technological advancements have emerged, which are complex and ‘messy’ (Rittel & Webber, 1973), each demanding a diverse range of skills to manage successfully. Addressing the complexities of 21st-Century life and work demands that individuals are equipped with a set of specific skills, commonly known as soft or human skills. These skills are essential for successfully addressing the multifaceted challenges posed by rapid advancements in technology and societal changes (Poláková et al., 2023) that are affecting the world of work (McDiarmid & Zhao, 2023) . The responsibility of ensuring individuals acquire these crucial skills falls on the education system (Koh et al., 2015; Liu et al., 2024), however it is argued that the educational models of the Industrial Age that pervade the current system are no longer adequate to equip students for such a future (MacDonald & Hursh, 2006; McDiarmid & Zhao, 2023; Petrillo et al., 2","cbCaisILHoUy44cS","https://ap.wps.com/l/cbCaisILHoUy44cS","pdf",604136,29,"English","# Abstract\n# The Evolution of 21st-Century Challenges\n# Knowledge, Skills, and the Place of D&T","[{\"question\":\"What is the main focus of the study in Key Stage 3 D\\u0026T?\",\"answer\":\"The study focuses on integrating Design Thinking into Key Stage 3 Design and Technology to foster 21st-Century Skills alongside subject-specific knowledge.\"},{\"question\":\"How does the research design the evidence base?\",\"answer\":\"It uses a multiple case study approach derived from the “Solving Genuine Problems for Authentic Users Project,” involving students aged 12–13.\"},{\"question\":\"What problem does the paper identify in current education and D\\u0026T?\",\"answer\":\"It examines the educational emphasis on knowledge in England and the potential erosion of D\\u0026T’s identity and scope under that framework.\"}]","Design Thinking in Action - Fostering 21st Century Skills Alongside Subject Specific Knowledge at Key Stage 3 in D&T | PDF",1792090632,73]