Palabras clave
higher education
scoping review
21st century skills design thinking
educación superior
revisión de alcance
habilidades del siglo 21
Cómo citar
Resumen
Design Thinking (DT) sigue siendo un concepto difuso, así como sus resultados. Esto motivó la presente revisión de alcance de la literatura (2008-2022), en la cual se aplicó el marco de Arksey y O'Malley. Usando la plataforma Web of Science, se obtuvieron 2853 artículos, de los cuales solo 172 cumplieron con los criterios de inclusión y exclusión. Los resultados muestran que: (a) No existe un acuerdo en la definición de DT. (b) Hay una variedad de herramientas, técnicas y modelos utilizados para aplicar DT. (c) Las habilidades más comunes -asociadas a intervenciones de DT- son creatividad, trabajo en equipo y resolución de problemas. Solo 100 de 172 estudios incluyeron evaluaciones de las intervenciones de DT. Los instrumentos de investigación se basaron principalmente en auto reportes de estudiantes. La mayoría de los estudios empíricos reportaron un impacto positivo. (d) Solo 12 estudios empíricos involucraron grupos de control, mientras que 37 adoptaron un diseño de evaluación pre-prueba con post-prueba. Se encontró que las intervenciones de DT duraron desde 90 minutos hasta un año. La mediana del número de participantes en las intervenciones fue de 47. DT presenta una agenda de investigación interesante, pero también existe la necesidad de más estudios robustos, basados en evidencia.
Citas
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