Abstract
This research focuses on understanding existing education systems and policies to evaluate and refine strategies that support design as a practice. It addresses the challenge of incremental additions to systems that often lack clarity and a quantified understanding of how effectively design is integrated into new frameworks. Using the Equity-Centered Design Thinking (ECDT) approach, the study emphasizes the proactive definition and hypothesis of new methods for evaluating systemic perspectives in design, fostering adaptable methodologies tailored to diverse educational contexts. The research synthesizes effective global frameworks, including Enterprise Design Thinking (EDT), Agile, and Research Operations, to refine ECDT’s application in introducing and scaling design practices. The implications of this study aim to empower key user groups, such as teachers and students, by promoting individuality and equity in knowledge absorption through design-driven methods. The ECDT framework offers a structured approach to restructuring pre-existing policies and systems, enabling them to accommodate and embrace innovative understandings and methods for future-ready education systems.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Education, System, Design, Policy, Equity, Transformation
