Decoding Design Thinking: Deepening the Lens on Values and Capabilities

Abstract

Design thinking is widely recognised as a fundamental aspect of technology education, yet its meaning remains inconsistently applied across research, policy, and classroom practice. The term has been used to describe a broad spectrum of activities, dispositions, and cognitive processes, and these interpretations often vary substantially between contexts. As a result, the field lacks a well-defined and commonly accepted framework that can support meaningful connections between design thinking and the broader aims of technology education. Previous research has attempted to address this issue by identifying common trends in the use of design thinking and by grouping its characteristics into a set of components. From this work, eleven components have been proposed, organised across two levels: technical components, which relate to processes and actions involved in designing, and value- and capability-focused components, which capture underlying attitudes, dispositions, and ways of engaging with complex design problems. Due to the nature of the previous study being a rapid review, only a surface level identification of components was developed. This paper extends the earlier research which only provided a broad overview by providing a deeper and more nuanced exploration of the value- and capability-focused components. Drawing on a review of the literature, this paper analyses these components and examines the ways in which they manifest within common practices in technology education. In doing so, the paper highlights how value- and capability-based aspects of design thinking support authentic engagement in technological problem-solving and strengthen alignment with curricular priorities. Ultimately, the paper seeks to clarify the nature and significance of the value- and capability-focused components of design thinking, providing insights that can inform future research, support pedagogical practice, and contribute to the development of a more coherent and commonly understood framework for design thinking in technology education.