Facilitating design thinking: A comparison of design expertise
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Informal DT models prioritize affective and behavioural gains, including creativity, resilience, collaboration, and adaptability, making them more accessible and flexible across various educational settings.
“In contrast, informal DT models prioritize affective and behavioural gains, including creativity, resilience, collaboration, and adaptability, making them more accessible and flexible across various educational settings (Mosely et al., 2018;Öztürk, 2021).”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Mosely et al., 2018
Cites
Wicked Problems in Design Thinking
Buchanan, R. (1992) · Design Issues · doi:10.2307/1511637 · Cited by 3,539 · see citing works
Overview of Problem-based Learning: Definitions and Distinctions
Savery, J. R. (2006) · Interdisciplinary Journal of Problem-based Learning · doi:10.7771/1541-5015.1002 · Cited by 2,686 · see citing works
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · see citing works
The Five-Stage model of adult skill acquisition
Dreyfus, S. E. (2004) · Bulletin of Science, Technology & Society · doi:10.1177/0270467604264992 · Cited by 1,261 · see citing works
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Muneer, S., Santhosh, M., Parangusan, H., & Bhadra, J. (2026) · International Journal of Technology and Design Education · doi:10.1007/s10798-025-10005-2 · Cited by 14 · see citing works
- Authors
- Mosely, G., Wright, N., & Wrigley, C.
- Affiliations
- Queensland University of Technology (AU)
- The University of Sydney (AU)
- Corresponding author
- Wright, Natalie
- Wrigley, Cara
- Venue
- Thinking Skills and Creativity
- Publisher
- Elsevier BV
- Published
- 2018-03
- Volume
- 27
- Pages
- 177-189
- ISSN
- 1871-1871 (ISSN-L)
- OpenAlex
- W2794192286
- Cited by
- 139
- References
- 4
- Citations by year
- 2026: 14 · 2025: 15 · 2024: 14 · 2023: 20 · 2022: 24 · 2021: 19 · 2020: 23 · 2019: 8 · 2018: 2
- FWCI
- 8.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Thinking Skills and Creativity (publishedVersion)
- Topics
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Keywords
- design thinking, design expertise, facilitators, informal learning, immersive learning experiences, problem complexity, design thinking workshops, student group projects, design education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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