Using Design Thinking to Create a New Education Paradigm for Elementary Level Children - Abstract & Introduction

Oct 15, 2026

The paper examines whether design education can improve primary school outcomes beyond preparing future designers. It reviews and synthesizes existing literature to support design-thinking education interventions at K-6 level, aiming for a paradigm shift. Beyond supporting traditional skills like math and language arts, it argues that empathy, collaboration, facilitation, human-centered creativity, and iterative prototyping/testing build foundations for engagement in school and broader life success. Key findings emphasize 21st-century skills and student development factors.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

1. Introduction

2. 21st century skills and predictors of student success

Using Design Thinking to Create a New Education Paradigm for Elementary Level Children for Higher Student Engagement and Success Lesley-Ann Noel*, North Carolina State University Tsai Lu Liub, North Carolina State University *Corresponding author e-mail: [lmnoel@ncsu.edu](lmnoel@ncsu.edu) Abstract Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children’s education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life. Key words primary education, design thinking, design education, empathy, cognitive development 1. Introduction In the introduction to the book “21st Century Skills – Learning for Life in Our Times”, Trilling and Fadel challenge their audience to consider what learning would be like if it were designed for a future twenty years away, around skills that children would need to be successful in the future (Trilling and Fadel 2009) . A study conducted with 400 hiring executives of major corporations highlighted seven basic and applied skills lacking in secondary and tertiary level graduates, which are described as the “twenty-first century gap” by Trilling and Fadel These lacking skills are: oral and written communication, critical thinking and problem-solving skills, professionalism and work ethic, teamwork and collaboration, working in diverse teams, applying technology, leadership and project management (Trilling and Fadel 2009) . These twenty-first century skills resemble learning outcomes from many design courses: “learning and innovation skills, critical thinking and problem solving, communications and collaboration skills and digital or ICT literacy”. The desirable model for 21st century learning that Trilling and Fadel propose also seems to describe a design class with teams working together to solve problems, technology infused curricula, real-world challenges, project based learning and a focus on innovation and creativity (Trilling and Fadel 2009) . It is evident in the literature that elementary, K-6 or primary level education (education for children aged approximately 5 – 11 years old) is ‘ripe’ for an overhaul. Traditional education was developed to prepare children for work in the Industrial age, but economies are now moving into the Knowledge Age (Trilling and Fadel 2009) . Businesses and countries will require people who are able to play a role in building the knowledge economy and these people will be innovative, creative problem-solvers. It is the appropriate time to bring design methods and pedagogies into mainstream education to help lay a sound base for the development of innovative, problem solvers who will have the needed skills for the 21st century and beyond. The aim of this paper is to highlight possibilities for a paradigmatic

FAQs

What is the central question the paper addresses?

Whether design education can positively impact primary school education beyond merely preparing designers.

Which design-thinking elements are proposed as beneficial for children’s education?

Empathy, collaboration, facilitation, human-centered creativity, and iterative prototyping and testing.

Why does the paper focus on elementary (K-6) education?

It argues that excitement about learning often declines by the end of primary school and that K-6 education is ready for a curriculum overhaul aligned with the Knowledge Age and future 21st-century skills.

Oct 15, 2026

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