The Impact of Integrating Design Thinking with Problem-based Learning on Student Learning in Schools in the UAE

Abstract

In light of growing global demands for innovation-focused education, this study aims to investigate the integration of design thinking and problem-based learning, stakeholders’ perspectives on these approaches, and their impact on student learning in K–12 schools in the UAE. A pragmatic philosophy guided the research approach, using an exploratory sequential mixed-methods design that combines qualitative data from interviews, classroom observations, and document analysis with quantitative survey responses. Four research questions and around 300 participants shaped the inquiry, exploring the nature of design thinking and problem-based learning integration, stakeholder perceptions, demographic influences, and the impact on critical thinking, creativity, collaboration, and student engagement.The findings indicate that educators are increasingly incorporating the stages of design thinking, such as empathy, ideation, prototyping, and testing, into student-centered, inquiry-based instructional approaches. These integration types help create meaningful, interdisciplinary learning experiences that connect classroom learning to real-world applications and contexts. Educators and students perceive this approach as contributing to higher levels of student engagement, deeper understanding of concepts, and stronger reflective thinking. While mid-career educators report more confidence in using collaborative tools and applying these practices, more experienced educators may benefit from additional support. The results also highlight ongoing challenges, including inconsistent implementation, limited training opportunities, and unequal access to necessary resources. Addressing these issues through targeted professional development and systemic support is essential to ensure all students experience the full benefits of this integrated instructional approach. This research offers practical implications for curriculum design, professional development, and systemic