A Phenomenological Understanding of Students’ Lived Experience of Education Based on Design Thinking: Secondary School

Document Type : Original Article


Farhangiyan University, Tehran, Iran.


This study was conducted to investigate the lived experience of female students of the first-secondary level of Baharestan city based on design thinking. This study was conducted qualitatively with a phenomenological approach. The data collection tool in this study was a semi-structured interview. The field of research was the female students of Baharestan city, 60 of whom were selected through available sampling and a group interview was conducted with them in the Shad application. Then, the text of the interviews was analyzed using the 7- Colaizzi’s method. To verify the data, strategies such as the review of the interviewees’ impressions and coding, the review of the collaborating researchers, and the agreement between the researcher and participants were used. In the research, the findings from the student’s viewpoint include four themes: "high-order thinking; social skills; social awareness and interpersonal skills" with twelve sub-themes: "problem-solving thinking; creative thinking; critical thinking; cooperation; conflict management; "Increasing teamworking, empathy, needs assessment, responsible innovation, self-regulation, organizing and collecting facts, and paying attention to the surrounding environment." Finally, the results showed that the application of design thinking by using the problem-solving approach and its various styles can improve the social, academic, cognitive, and decision-making skills of students and help them achieve the goals of education, and to increase their cognitive and social abilities so that they can use design thinking in facing obstacles and problems of personal and social life in social environments, including school and family, and have control over their thoughts, emotions, and behavior


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