Design thinking como herramienta pedagógica en educación superior: una revisión sistemática de literatura
DOI:
https://doi.org/10.37211/2789.1216.v3.n2.159Palabras clave:
Design Thinking, Educación Superior, Innovación Educativa, CreatividadResumen
En la actualidad la educación superior se enfrenta a cambios constantes y desafios permanentes es por ello que debe ser capaz de adaptarse al entorno. Objetivo: El objetivo del estudio fue describir el impacto del Design Thinking como herramienta pedagógica en la educación superior, a través del desarrollo de habilidades y en su contribución al proceso formativo de los estudiantes universitarios. Metodologia: Para lograrlo, se aplicó una revisión sistemática de la literatura y el protocolo PRISMA, revisando las bases de datos Web of Science y Scopus. Los criterios de inclusión utilizados fueron el idioma, el tiempo y el enfoque académico. Resultado: Como resultado se obtuvo que el Design Thinking fomenta la creatividad y la resolución de problemas, impulsa la cooperación entre compañeros, la innovación y las competencias digitales tan importantes hoy en día. Sin embargo, se identificaron algunos desafíos como la adaptación a diferentes contextos culturales y los pocos estudios a largo plazo sobre el impacto sostenido que puede tener el Design Thinking. Conclusión: En conclusión, esta es una herramienta que contribuye con el fortalecimiento de destrezas como creatividad, comunicación y trabajo en equipo de los estudiantes; sin embargo, aún falta evaluar su impacto a largo plazo.
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Derechos de autor 2025 Dora Viviana Vega Swayne, Luis Enrique Elías Villanueva
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
