Multidimensional characteristics of design thinking and project-based learning (DT-PBL) in higher education: a grounded theory study

Abstract

This study investigates the underlying mechanisms of Design Thinking and Project-Based Learning (DT-PBL) in engineering education through a grounded theory approach. Based on classroom observations and semi-structured interviews, four interdependent dimensions—self-confidence, reflective interaction, knowledge integration, and iterative refinement—were identified, forming a closed-loop learning ecology. The findings reveal that DT-PBL operates as a recursive, dynamic process: self-confidence drives participation, reflection deepens understanding, and iteration progressively transforms knowledge into actionable insights. Beyond generating project deliverables, DT-PBL cultivates reflective judgment, integrative thinking, and sustainable problem-solving competencies vital for contemporary engineering practice. This study contributes a theoretically grounded and pedagogically actionable framework for advancing DT-PBL implementation in higher education. © 2025 SEFI.

Keywords

Author Keywords

Higher education Grounded Theory Design thinking and project-based learning social innovation education

Index Keywords

Teaching Engineering education High educations Iterative methods Project based learning Problem solving Design thinking Learning in engineering grounded theory Ecology Design programs Design thinking and project-based learning Grounded theory approach Social innovation education Social innovations

Author Affiliations

School of Art, Anhui University of Finance and Economics, Bengbu, China

Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia

School of Art, Anhui University of Finance and Economics, Bengbu, China, Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia

Funding & Acknowledgements

Anhui Provincial Department of Education

Grant: 2022jyjxggyj284

The Anhui Provincial Department of Education supported this work under Grant (2022jyjxggyj284) and Anhui Provincial Higher Education Research Plan Project (2022AH050544) and Anhui University of Finance and Economics courses (ackcszk2024015).

Grant: 2022AH050544

The Anhui Provincial Department of Education supported this work under Grant (2022jyjxggyj284) and Anhui Provincial Higher Education Research Plan Project (2022AH050544) and Anhui University of Finance and Economics courses (ackcszk2024015).

Anhui University

Grant: ackcszk2024015

The Anhui Provincial Department of Education supported this work under Grant (2022jyjxggyj284) and Anhui Provincial Higher Education Research Plan Project (2022AH050544) and Anhui University of Finance and Economics courses (ackcszk2024015).

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Multidimensional characteristics of design thinking and project-based learning (DT-PBL) in higher education: a grounded theory study

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