The scholarly article “Design thinking in pedagogy: Frameworks and Uses” written by Professor Ineta Luka from Turiba University, Latvia has been published in the European Journal of Education, Volume 54, Issue 4, Special Issue: Design Learning for Innovation.
The European Journal of Education is an international, peer reviewed journal that presents high quality, recent research and policy analysis with a primary focus on Europe, placed in an international perspective. The Journal publishes the results of European research projects and explores key topics of concern to policy makers and international organisations in Europe and further afield. The Editorial Board brings together academics and policy analysts from different European countries and major international organisations. The European Journal of Education is indexed by Thomson ISI and Scopus and has received an impact factor since 2010.
With European comparative perspective, the European Journal of Education provides brokerage between research and policy communities, covering a range of thematic areas, addressing influential stakeholders and leaders. Evidence-based public policy is a growing area that needs well-researched, appropriate evidence that refers to a set of values.
The Special Issue of the Journal published in 2019 is devoted to researches on design thinking.
More information is available on the Journal webpage: https://onlinelibrary.wiley.com/page/journal/14653435/homepage/productinformation.html
The article by Prof. Ineta Luka “Design thinking in pedagogy: Frameworks and uses” focusses on the theme of our project and its outputs. The article introduces readers with the changing employability and skills patterns nowadays, analyses the skills forecasts. The Context analysis provides information on the “Culture and Languages” project – its aim, stages, main concepts and outputs. The Theoretical Framework presents design thinking – characteristics of design thinking, design thinking models, design thinking tools and their application. Subsequent sections introduce the project course piloting results obtained from the students’ survey wherein they evaluate the learning platform, the course methodologies and tools, the development of their 21st century skills. Finally, the author provides certain implications for future studies as well as for policy makes.
The full text of the article is available on: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12367
The full Journal issue may be accessed on: https://onlinelibrary.wiley.com/toc/14653435/2019/54/4
Prof. Ineta Luka