The practice of Design Thinking as support methodology to develop skills and competencies in higher education with a focus on entrepreneurship
DOI:
https://doi.org/10.5380/atoz.v13i0.91948Keywords:
Design Thinking, Innovation, Learning, Fablab, Makerspace.Abstract
Introduction: The rapid pace of technological innovation is changing the set of skills and competencies needed to fill the new roles demanded by the job market. To qualify and prepare future professionals for new functions, the educational system is one of the key factors to cultivate students’ ability in cross-functional skills related to creativity, problem solving, critical thinking and technological skills. Method: A theoretical-conceptual study of an exploratory nature was conducted to present a conceptual and theoretical structure of the Design Thinking methodology, identifying which skills and competences are expressed from its practice and how it can be applied in innovative learning spaces at universities. As for the method, the articles were searched in the Scopus and Web of Science databases. Results: The results of the study showed that the Design Thinking methodology applied in the university context can make innovation more implementable and contribute to developing and improving human skills and capabilities related to creativity, entrepreneurship, critical thinking, as well as digital skills with the use of tools and technological resources, especially in makerspaces. Conclusion: Based on the study carried out, it was possible to identify the potential value of implementing Design Thinking in the educational context as a methodology that allows students to be exposed to the exchange of skills and knowledge, especially in innovative learning spaces whose focus is to promote learning experiential, through thinking and doing, equipping students with skills and competences to meet the labor market of the 21st century.
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