Perceived Value of Design Thinking tools and Future of Design Education: A Case Study of Xi’an Jiaotong-Liverpool University

Design Thinking is gaining popularity in teaching practice. Despite the literature review showing a high degree of interest in the topic, there is a gap concerning how university students of design disciplines perceive Design Thinking (DT) tools in their learning experience. This article provides insights on this question by sharing the results of a survey conducted at Xi’an Jiaotong-Liverpool University as a case study. The findings indicate room for improvement in teaching, as the research identified the most challenging design tasks perceived by the students and the reasons why these tasks are challenging. The article will discuss the relationship between creative confidence and perceived difficulties in design stages, tasks, and DT tools. The findings supported by the literature review suggest that DT might be an insufficient methodology for creative achievements. The article will contribute to the track Foresight Plan by indicating a direction for future research that will allow us better adapt design education and support students’ needs in current and future design challenges.