Integrating Design Thinking and Computational Thinking in Engineering Education A Technology-Supported Pedagogical Model
Shehzana Syed1
1Shri Guru Harikishan College of Education, Ratlam (M.P)
Ubed.afzal@gmail.com
Abstract - The growing sophistication of the engineering problems and the accelerated digitalization of the professional practice are the reason why the pedagogical models must incorporate both creative and analytical learning as well as the one that is technology-enabled. In this paper, the authors explore a technology-driven pedagogical framework that combines Design Thinking and Computational Thinking to improve the development of both integrated learning/problem solving abilities in engineering education. The quantitative, cross-sectional research design was used, in which 267 engineering students were surveyed by using a structured questionnaire. To test the relationship between Design Thinking and Computational Thinking with Technology Support, Integrated Learning, and Problem-Solving Skills, the empirical study method was utilized as the Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that Design Thinking, Computational Thinking, and Technology Support have substantial and positive impacts on Integrated Learning, which shows that they complement each other in the process of enabling holistic learning experiences. The high and considerable impact of Integrated Learning on the Problem-Solving Skills of the students proves that it is a core issue of the given learning mechanism in the proposed scheme of things. The model has an acceptable power of explanation, and it is reflective of the predictive relevance of combining creative and computational pedagogies in learning environments that are technologically enhanced. The current research is relevant to the literature of engineering education because it offers empirical results to support a holistic pedagogical model to balance both human-focused innovation and computational rigor. The results have practical implications in terms of educators, curriculum developers, and policymakers who can create technology empowered and future-ready engineering curricula to facilitate deeper learning and competent problem solving abilities.
Index Terms— Design Thinking, Computational Thinking, Technology Supported Learning, Integrated Learning, Problem Solving Skills
