Using the TRIZ Method in a Problem-Based Teaching Approach for Industrial Design Education Materials

Document Type : Original Article

Authors

Department of Industrial Design, Islamic Azad University, Central Tehran Branch, Tehran, Iran.

Abstract

Despite a four-decade history, industrial design education in Iran faces challenges in equipping students with essential problem-definition and solving skills. This deficiency is critical for cultivating creative designers capable of addressing contemporary societal needs. This study investigates the integration of the Theory of Inventive Problem Solving (TRIZ) and Problem-Based Learning (PBL) as a pedagogical framework to address this educational gap. The research explores how this combined approach can enhance students' problem-solving capabilities and deepen their engagement with real-world industry challenges relevant to Iranian society.
Using a descriptive-analytical method, the study reviews TRIZ and PBL applications in global design education and proposes a model for their integration into university curricula. Findings indicate that the combined method clarifies the problem-definition process for students while preserving their creative capacities. This integrated approach can effectively improve their ability to identify and resolve complex societal problems, bridging the gap between academic training and professional practice.

Keywords

Main Subjects


Ata F. Z., & Dogan F. (2021). Architectural design studio as an “extended problem space.” In E. Bohemia,
L. M. Nielsen, L. Pan, N. A. G. Z. Börekçi, & Y. Zhang (Eds.), Learn X Design 2021: Engaging with
challenges in design education (pp. 746–755). DRS Digital Library. 10.21606/drs_lxd2021.05.159
Bahrami, N., Hosseini Al-Madani, S. A., Motevalli, S., & Khoini, F. (2021). The effectiveness of creative
problem-solving training using the TRIZ method in promoting problem-solving skills, with an emphasis on
the mediating role of critical thinking and sense of school belonging. Innovation and Creativity in
Humanities, 11(1), 161–188.
creativity. (n.d.). In Cambridge Dictionary. Retrieved December 27, 2025, from
https://dictionary.cambridge.org/dictionary/english/creativity
Chitsaz, S., & Sadeghi Naeini, H. (2021). The master-apprentice teaching approach: The missing link in
industrial design education and the university-industry connection. Rahpooye Honar / Visual Arts Journal,
4(3), 75–83. https://doi.org/10.22034/ra.2021.535153.1083
Darzi-Ramandi, H., Yousefi-Ramandi, F., & Darzi-Ramandi, M. (2019). The effect of the problem-solving
teaching method on creativity. Research in Curriculum Planning, 2(36), 163–172.
https://doi.org/10.30486/jsre.2019.550743
Dongna, L., & Sharul, A. B. S. (2024). Investigation of the Effectiveness of TRIZ Invention for Enhancing
Design Creativity in High School Students: The role played by teacher self-efficacy. South Asian Journal
of Social Sciences and Humanities, 6(6), 152-175. https://doi.org/10.48165/sajssh.2024.5511
Dumas, D., Schmidt, L. C., & Alexander, P. A. (2016). Predicting creative problem solving in engineering
design. Thinking Skills and Creativity, 21, 50–66. https://doi.org/10.1016/j.tsc.2016.05.002
Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International
Journal of Teaching and Learning in Higher Education, 17(2), 160–166.
Dwyer C. P., Hogan M. J., & Stewart I. (2014). An integrated critical thinking framework for the 21st
century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
Ericson J. D. (2021). Mapping the relationship between critical thinking and design thinking. The Review
of Education, Pedagogy, and Cultural Studies, 43(2), 154–179. https://doi.org/10.1007/s13132-021-00733-
w
Gadd K. (2016). TRIZ for dummies. John Wiley & Sons. ISBN: 978-1-119-10748-4
Hatami J. et al. (2016). Industrial design curriculum requirements in Iran. Journal of Visual and Applied
Arts, 9(18), 123–147. https://doi.org/10.30480/vaa.2017.408
Using the TRIZ method in a problem-based teaching approach
for Industrial Design education materials JDT, Vol. 6, No. 1, June 2025 49
Imanipour et al. (2019). Problem-Based learning approach in medical l education in Iran: A systematic
literature review. Iranian Journal of Nursing Research, 14(3), 1–9. https://doi.org/10.21859/ijnr-14301
Jabalameli, M., Mozafar, F., Ghasemi, V., & Karimi, M. (2019). Using TRIZ functionality in architectural
design process. Journal of Fine Arts: Architecture & Urban Planning, 23(3), 83–94.
https://doi.org/10.22059/jfaup.2019.263204.672083
Jalali, V., & Fateminia, M. (2020). An exploration of the design methods adopted by industrial design
students before and after academic educations. Journal of Fine Arts: Visual Arts, 25(1), 135–142.
10.22059/jfava.2019.270482.666089
Karbassian, M., & Mirbagheri, S. M. (2014). Designing a model for enriching the productivity cycle using
the TRIZ approach. Police Organizational Development Quarterly, 11(49), 11–40.
Merikhpour, Z., Chopankareh, V., & Samiei, S. (2021). Evaluation the effect of applying TRIZ method on
creativity and conceptualization of product redesign training by industrial design students. Iranian Journal
of Engineering, 23(89), 65–85. 0.22047/ijee.2021.247595.1777
Moust J., Bouhuijs P., & Schmidt H. (2021). Introduction to problem-based learning (4th ed.). Routledge.
ISBN 9789001877866
Naderi M., Safari A., & Gheshlaqi S. (2021). The TRIZ problem solving skills on creative and critical
thinking skills of the elementary students in district 5 of Tehran, Iran. Journal of Educational Studies, 7(22),
77–96. 20.1001.1.27172260.1400.7.22.6.4
Orloff, M. A. (2016). ABC-TRIZ: introduction to creative design thinking with modern TRIZ modeling.
Springer, Switzerland.
Panikar, P., Milligan, C., Al Bulushi, A. H., Rizwan, S. M., & Al Balushi, N. (2025). Empowering future
innovators: a triz-integrated design thinking approach to engineering prototyping and entrepreneurship in
Oman. International Journal of Learning, Teaching and Educational Research, 24(2), 322–351.
https://doi.org/10.26803/ijlter.24.2.17
Pourang, H., Haji Mohammadzadeh, Y., & Sadeghi Naeini, H. (2015). The role of practical student projects
in effective engineering education (Case study: Industrial design). Proceedings of the First International
Conference and Fourth National Conference on Engineering Education, Shiraz University, 1–6.
https://civilica.com/doc/433723/
Rahimi, H., Yazdkhasti, A., & Hassanpour, R. (2014). An analysis of the relationship between multiple
intelligences and creative thinking among students. Journal of the Center for Studies and Development of
Medical Education, 11(3), 350–359.
Stratton, R., & Mann, D. (2003). Systematic innovation and the underlying principles behind TRIZ and
TOC. Journal of Materials Processing Technology, 139, 120–126. https://doi.org/10.1016/S0924-
0136(03)00192-4
Swanson, G. (2020). Educating the designer of 2025. She Ji: The Journal of Design, Economics, and
Innovation, 6, 101–105. https://doi.org/10.1016/j.sheji.2020.01.001
Talaei, A., & Soleimani Salar, R. (2015). A new strategy for architectural design education using the PBL
method. Proceedings of the International Conference on Research in Engineering, Science and Technology.
https://civilica.com/doc/398592/
Tandivar, S., & Kafili, N. (2020). The function of TRIZ in detecting Innovative Design in contemporary
applied ceramics of Iran. Journal of Fine Arts, 25(3), 99–110.