This study presents a dual-method systematic review synthesizing global research on implementing design thinking (DT) in science and integrated STEM/STEAM education between 2011 and 2024. Combining bibliometric analysis of 113 Scopus-indexed publications with a systematic literature review (SLR) of 40 empirical studies, this study examines trends, instructional contexts, theoretical frameworks, competencies, challenges, and future directions in DT pedagogy. The bibliometric results revealed a sharp rise in publications post-2018, with the United States, China, and Australia emerging as leading contributors. Citation analyses highlighted key authors, journals, and collaboration patterns, confirming DT's growing scholarly legitimacy and pedagogical relevance. The SLR findings demonstrated that DT is most commonly implemented using adapted versions of the Stanford d.school model, operationalized through empathy-driven tools, inquiry-based tasks, and iterative prototyping. While DT fosters a broad range of cognitive, creative, and socio-emotional competencies, its implementation is often hindered by teacher readiness, curriculum rigidity, and insufficient assessment mechanisms. To address these gaps, the study proposes the ECLIPSE-DT Framework, a theoretically grounded, empirically informed model comprising seven interconnected components: empathic engagement, contextual integration, learner agency, inquiry orientation, process scaffolding, scalability planning, and evaluation mechanisms. This framework provides a pragmatic and research-based structure to guide the effective integration of DT into science education, aligning creativity, empathy, and sustainability with curricular demands. The study outlines future research and policy recommendations, emphasizing the need for more profound theoretical articulation, interdisciplinary integration, and scalable implementation of DT-based pedagogies across educational levels.
Citation: Ashish Saseendran, Mary Vineetha Thomas. Design thinking in science and integrated STEM/STEAM education: Trends, challenges, and future directions from a systematic review[J]. STEM Education, 2025, 5(6): 1058-1101. doi: 10.3934/steme.2025046
This study presents a dual-method systematic review synthesizing global research on implementing design thinking (DT) in science and integrated STEM/STEAM education between 2011 and 2024. Combining bibliometric analysis of 113 Scopus-indexed publications with a systematic literature review (SLR) of 40 empirical studies, this study examines trends, instructional contexts, theoretical frameworks, competencies, challenges, and future directions in DT pedagogy. The bibliometric results revealed a sharp rise in publications post-2018, with the United States, China, and Australia emerging as leading contributors. Citation analyses highlighted key authors, journals, and collaboration patterns, confirming DT's growing scholarly legitimacy and pedagogical relevance. The SLR findings demonstrated that DT is most commonly implemented using adapted versions of the Stanford d.school model, operationalized through empathy-driven tools, inquiry-based tasks, and iterative prototyping. While DT fosters a broad range of cognitive, creative, and socio-emotional competencies, its implementation is often hindered by teacher readiness, curriculum rigidity, and insufficient assessment mechanisms. To address these gaps, the study proposes the ECLIPSE-DT Framework, a theoretically grounded, empirically informed model comprising seven interconnected components: empathic engagement, contextual integration, learner agency, inquiry orientation, process scaffolding, scalability planning, and evaluation mechanisms. This framework provides a pragmatic and research-based structure to guide the effective integration of DT into science education, aligning creativity, empathy, and sustainability with curricular demands. The study outlines future research and policy recommendations, emphasizing the need for more profound theoretical articulation, interdisciplinary integration, and scalable implementation of DT-based pedagogies across educational levels.
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Figures(15) / Tables(6)
Ashish Saseendran, Mary Vineetha Thomas. Design thinking in science and integrated STEM/STEAM education: Trends, challenges, and future directions from a systematic review[J]. STEM Education, 2025, 5(6): 1058-1101. doi: 10.3934/steme.2025046
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