Design thinking for interdisciplinary learning and global competence in higher education: an integrative framework

Abstract

Purpose – Global competence (GC) is becoming an increasingly important requirement for graduates of higher education (HE) institutions, as it helps them to be better prepared in overcoming the challenges and complexities of an interconnected world. As this requirement becomes more prevalent, this study aims to address the challenges of GC education within HE settings by proposing a conceptual framework that integrates design thinking (DT) with interdisciplinary learning (IL). This effort seeks to bridge existing opportunities within the literature and inculcate inclusive and scalable pedagogical strategies. Design/methodology/approach – An integrative literature review (ILR) of 59 peer-reviewed studies was conducted based on existing literature related to GC, IL and DT. The framework is grounded in two established educational theories: the Intercultural Competence Model and Constructivist Learning Theory, given their alignment with the promotion of empathy, collaboration and creativity within DT. Findings – The review confirms that while IL enhances GC, significant barriers persist in curriculum integration and effective assessment. To address this challenge, DT offers a practical and iterative methodology to support IL by fostering empathy, collaboration and experiential learning. The proposed “Integrative Framework of Design Thinking for Interdisciplinary Global Competence” aligns each stage of the DT process (i.e. empathise, define, ideate, prototype, test) with the developmental components of GC. Originality/value – This study offers a framework that positions DT as both a pedagogical method and strategic approach for advancing interdisciplinary GC across all levels of the HE ecosystem (i.e. module design, curriculum structure, institutional policy). This proposal is intended for further empirical examination, as its conceptual and non-empirical nature is duly acknowledged.