Design and Validation of the Design Thinking Process Model in the Higher Education Curriculum in Iran
Keywords:
design, validation, process model, design thinking, curriculum, higher educationAbstract
This study aimed to design and validate a paradigmatic model of the design thinking process in the higher education curriculum in Iran. A mixed-methods design was employed; in the qualitative phase, grounded theory (Strauss & Corbin) with purposive theoretical sampling (n=17 until saturation) and semi-structured interviews was used, and data were analyzed through open, axial, and selective coding using MAXQDA; in the quantitative phase, a 49-item researcher-made questionnaire based on qualitative findings was administered to 110 experts via stratified-proportional sampling, and data were analyzed using partial least squares structural equation modeling (SmartPLS3). Results indicated that the extracted 15-component model had significant factor loadings and all hypothesized paths were supported at the 95% confidence level; causal conditions significantly affected the core category (β=0.321), contextual and intervening conditions influenced strategies (β=0.487; β=0.754), and both strategies and the core category significantly predicted outcomes (β=0.415; β=0.896), while model fit indices (GOF≈0.72) and construct validity and reliability were satisfactory. The validated model demonstrates strong empirical fit and can serve as a localized and practical framework for redesigning higher education curricula based on design thinking for educational planners and policymakers.
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