Improving Digital Learning in Higher Education: Students’ Perspectives on Design Thinking Using Q-Methodology

This study examined and categorized the views of undergraduate college students in the Philippines and correlated those with similar patterns of views regarding the use of Design Thinking (DT) in their Philosophy course. The Q-Methodology was used to analyze qualitative data using PQMethod (Schmolck & Atkinson, 2013) software quantitatively. Twenty-five students were surveyed, interviewed, and invited to rank-order 36 statements about the use of DT in their Philosophy course. Three factor types were identified: (1) Groundswell Bootstrap Designers, (2) Prolegomenal Design Thinkers, and (3) Non-Designer Humanitarians. A fourth factor, named Recalcitrant Colliders, though non-loader and unflagged, was included among the factor types to show that the participants within this group held unique and hybrid perspectives on DT that are worthy of consideration. The results revealed that students find DT as a transformative way of learning creative and critical thinking, empathy, and problem-solving skills. The study concluded that DT in higher education is viewed as a valuable platform for improving the learning experience of students as they navigate the future of digital learning. To ensure meaningful learning, we recommend making DT mainstream rather than peripheral, responding to the call for digital transformation in the 21^st century. The findings of this research are important for theory, practice, policy, and subsequent research.