Design-Thinking in der Ausbildung von beruflichem Bildungspersonal: Handhabbarkeit und Kompetenzerwerb aus der Lernendenperspektive

Global social and ecological challenges call for innovative solutions. Higher education must therefore
address the question of how creative ideas for sustainable development can be generated and implemented. A suitable approach for this is Design Thinking—a method that is used in industry worldwide
to develop user-centered product innovations. The article presents a didactic concept for Design Thinking in higher education teaching as well as empirical results of the accompanying scientific research.
The following questions are answered in this context: How do students assess their learning progress, and their competences before, during and after carrying out the Design Thinking process? How do they rate the time required and the manageability of the process?
A diary study was used to answer these questions. A total of 21 documents were analyzed using qualitative content analysis. The article provides an evidence-based reflection on the implementation and evaluation of the Design Thinking process in higher education teaching, discusses the potential of Design Thinking for dealing with sustainability and assesses the use of the method in the professionalization of vocational training staff at universities.