Vol. 13/ Núm. 3 2026 pág. 357
https://doi.org/10.69639/arandu.v13i3.2398
Perceptions of Design Thinking Implementation in
Ecuadorian EFL Classrooms
Percepciones de los docentes sobre la implementación del pensamiento de diseño en
aulas ecuatorianas de inglés como lengua extranjera
Laura Mariscal Touzard
laura.mariscalt@ug.edu.ec
https://orcid.org/0000-0002-7418-2797
Facultad de FilosofÃa, Letras y Ciencias de la Educación / Universidad de Guayaquil
Ecuador
Mariuxi Iliana Castro Flores
mariuxi.castrof@ug.edu.ec
https://orcid.org/0009-0003-6778-7637
Facultad de FilosofÃa, Letras y Ciencias de la Educación / Universidad de Guayaquil
Ecuador
Shirley Reeves Arboleda
shirley.reevesa@ug.edu.ec
https://orcid.org/0000-0002-0192-2934
Facultad de FilosofÃa, Letras y Ciencias de la Educación / Universidad de Guayaquil
Ecuador
Martha Amelia Castillo Noriega
marthacastillo@uees.edu.ec
https://orcid.org/0000-0002-7867-7463
Escuela de Postgrado en Educación/ Universidad de Especialidades EspÃritu Santo
Ecuador
Lidia Del Carmen Govea De Bustamante
bgovea@espol.edu.ec
https://orcid.org/0000-0002-6770-1261
Escuela Superior Politécnica del Litoral (ESPOL)
Ecuador
ArtÃculo recibido: 10 junio 2026- Aceptado para publicación:16 julio 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study explores Ecuadorian university teachers’ perceptions of applying the Design
Thinking (DT) approach in English as a Foreign Language (EFL) classrooms. In the Ecuadorian
labor market, employers increasingly demand graduates who demonstrate not only linguistic
proficiency but also critical thinking, collaboration, adaptability, and problem-solving skills.
However, many university EFL programs continue to rely on traditional, teacher-centered
practices that may not fully respond to these professional demands. Teachers therefore
recognize the need for innovative pedagogical approaches capable of aligning language
instruction with workplace competencies, and DT emerges as a promising alternative. Grounded
in a mixed-methods research design, the study investigates how teachers implement the five
Vol. 13/ Núm. 3 2026 pág. 358
stages of Design Thinking and how they perceive its impact on students’ EFL skill
development, benefits, and contextual challenges. Unlike intervention-based research, this study
does not implement a controlled experimental treatment; rather, it examines teachers’ reflective
experiences and professional judgments regarding the integration of DT into their existing
pedagogical practices. Qualitative data were collected through semi-structured interviews with
university EFL instructors, while quantitative data were obtained through a structured survey
examining perceptions of improvements specially in speaking, listening, reading, writing, and
vocabulary. Findings indicate strong perceived enhancement in oral communication fluency and
confidence, engagement, alongside increased learner autonomy and critical thinking. Despite
constraints related to time and curriculum alignment, teachers perceive DT as a transformative
and context-responsive framework for Ecuadorian public university EFL settings.
Keywords: Design Thinking, EFL pedagogy, mixed-methods research, teacher
perceptions, communicative competence
RESUMEN
Este estudio explora las percepciones de docentes universitarios ecuatorianos sobre la aplicación
del enfoque de Design Thinking (DT) en aulas de inglés como lengua extranjera (EFL). En el
mercado laboral ecuatoriano, los empleadores demandan cada vez más profesionales que no
solo demuestren competencia lingüÃstica, sino también pensamiento crÃtico, colaboración,
adaptabilidad y habilidades de resolución de problemas. Sin embargo, muchos programas
universitarios de EFL continúan basándose en prácticas tradicionales centradas en el docente
que pueden no responder plenamente a estas demandas profesionales. Por ello, los docentes
reconocen la necesidad de enfoques pedagógicos innovadores capaces de alinear la enseñanza
del idioma con las competencias del entorno laboral, y el DT surge como una alternativa
prometedora. Con un diseño de investigación de métodos mixtos, este estudio adopta un
enfoque exploratorio para analizar cómo los docentes implementan las cinco etapas del Design
Thinking y perciben su impacto en el desarrollo de las habilidades de inglés como lengua
extranjera (EFL), asà como en los beneficios y desafÃos contextuales. A diferencia de
investigaciones de tipo experimental, este estudio no aplica un tratamiento controlado; más
bien, analiza las experiencias reflexivas y los juicios profesionales de los docentes sobre la
integración del DT en sus prácticas pedagógicas habituales. Los datos cualitativos se
recolectaron mediante entrevistas semiestructuradas con docentes universitarios de EFL,
mientras que los cuantitativos se obtuvieron mediante una encuesta estructurada que examinó
las percepciones de mejora, en especial en las habilidades de expresión oral, comprensión
auditiva, lectura, escritura y vocabulario. Los resultados indican una fuerte percepción de
mejora en la comprensión y la fluidez oral, en el compromiso y la confianza, asà como un
stages of Design Thinking and how they perceive its impact on students’ EFL skill
development, benefits, and contextual challenges. Unlike intervention-based research, this study
does not implement a controlled experimental treatment; rather, it examines teachers’ reflective
experiences and professional judgments regarding the integration of DT into their existing
pedagogical practices. Qualitative data were collected through semi-structured interviews with
university EFL instructors, while quantitative data were obtained through a structured survey
examining perceptions of improvements specially in speaking, listening, reading, writing, and
vocabulary. Findings indicate strong perceived enhancement in oral communication fluency and
confidence, engagement, alongside increased learner autonomy and critical thinking. Despite
constraints related to time and curriculum alignment, teachers perceive DT as a transformative
and context-responsive framework for Ecuadorian public university EFL settings.
Keywords: Design Thinking, EFL pedagogy, mixed-methods research, teacher
perceptions, communicative competence
RESUMEN
Este estudio explora las percepciones de docentes universitarios ecuatorianos sobre la aplicación
del enfoque de Design Thinking (DT) en aulas de inglés como lengua extranjera (EFL). En el
mercado laboral ecuatoriano, los empleadores demandan cada vez más profesionales que no
solo demuestren competencia lingüÃstica, sino también pensamiento crÃtico, colaboración,
adaptabilidad y habilidades de resolución de problemas. Sin embargo, muchos programas
universitarios de EFL continúan basándose en prácticas tradicionales centradas en el docente
que pueden no responder plenamente a estas demandas profesionales. Por ello, los docentes
reconocen la necesidad de enfoques pedagógicos innovadores capaces de alinear la enseñanza
del idioma con las competencias del entorno laboral, y el DT surge como una alternativa
prometedora. Con un diseño de investigación de métodos mixtos, este estudio adopta un
enfoque exploratorio para analizar cómo los docentes implementan las cinco etapas del Design
Thinking y perciben su impacto en el desarrollo de las habilidades de inglés como lengua
extranjera (EFL), asà como en los beneficios y desafÃos contextuales. A diferencia de
investigaciones de tipo experimental, este estudio no aplica un tratamiento controlado; más
bien, analiza las experiencias reflexivas y los juicios profesionales de los docentes sobre la
integración del DT en sus prácticas pedagógicas habituales. Los datos cualitativos se
recolectaron mediante entrevistas semiestructuradas con docentes universitarios de EFL,
mientras que los cuantitativos se obtuvieron mediante una encuesta estructurada que examinó
las percepciones de mejora, en especial en las habilidades de expresión oral, comprensión
auditiva, lectura, escritura y vocabulario. Los resultados indican una fuerte percepción de
mejora en la comprensión y la fluidez oral, en el compromiso y la confianza, asà como un
Vol. 13/ Núm. 3 2026 pág. 359
incremento de la autonomÃa del estudiante y del pensamiento crÃtico. A pesar de las limitaciones
de tiempo y de la alineación curricular, los docentes perciben el DT como un enfoque
transformador y contextualizado para los entornos de EFL en las universidades públicas
ecuatorianas.
Palabras clave: Design Thinking, pedagogÃa EFL, investigación de métodos mixtos,
percepciones docentes, competencia comunicativa
Todo el contenido de la Revista CientÃfica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
incremento de la autonomÃa del estudiante y del pensamiento crÃtico. A pesar de las limitaciones
de tiempo y de la alineación curricular, los docentes perciben el DT como un enfoque
transformador y contextualizado para los entornos de EFL en las universidades públicas
ecuatorianas.
Palabras clave: Design Thinking, pedagogÃa EFL, investigación de métodos mixtos,
percepciones docentes, competencia comunicativa
Todo el contenido de la Revista CientÃfica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 360
INTRODUCTION
The growing demand for professionals who possess not only linguistic proficiency but
also critical thinking, collaboration, and problem-solving skills has prompted educators to
explore innovative approaches in English as a Foreign Language (EFL) instruction. In higher
education contexts, traditional teacher-centered methodologies may not fully support the
development of these competencies. As a result, pedagogical frameworks such as Design
Thinking have gained attention for their potential to promote student-centered learning,
meaningful communication, and real-world problem solving. Within this context, understanding
teachers’ perceptions of implementing Design Thinking in EFL classrooms becomes essential
for evaluating its educational value.
Despite this shift, many university EFL programs continue to rely on conventional
instructional practices that limit students' opportunities to develop both language proficiency
and transferable professional skills. Recent educational research shows the importance of
integrating pedagogies that simultaneously support communicative competence and higher-
order thinking. In this regard, Design Thinking has been identified as a learner-centered
framework that fosters creativity, collaboration, and analytical reasoning in language classrooms
(Cleminson & Cowie, 2021; Cevikbas & Kaiser, 2022). Accordingly, this study explores
Ecuadorian university teachers’ perceptions of implementing Design Thinking in EFL
classrooms, with particular attention to how they apply its five stages: Empathize, Define,
Ideate, Prototype, and Test in their instructional practices.
Emerging research suggests that Design Thinking may contribute to the development of
integrated language skills, particularly oral communication, writing, organization, and
collaborative interaction. For example, research indicates that DT-based tasks can strengthen
speaking performance, engagement, and language confidence through iterative communication
and real-world problem-solving activities (Almalki, 2023; Swallow & Tomalin, 2024).
However, limited research has examined teachers’ professional judgments regarding how this
approach influences students’ language-learning processes.
Although Design Thinking has gained attention as a transformative pedagogical model,
integrating it into university curricula may pose contextual challenges, including alignment with
curricula, classroom management, and instructional time. Prior research highlights that
innovative methodologies often require adjustments in lesson planning, institutional support,
and pedagogical practices to be effectively implemented (Lake et al., 2024; Wang, 2024).
Consequently, understanding teachers’ perceptions of both benefits and constraints becomes
essential for evaluating the feasibility of adopting DT in EFL contexts. Therefore, this mixed-
methods study draws on qualitative interview data and quantitative survey findings to examine
the perceived benefits and challenges Ecuadorian university teachers identify when integrating
INTRODUCTION
The growing demand for professionals who possess not only linguistic proficiency but
also critical thinking, collaboration, and problem-solving skills has prompted educators to
explore innovative approaches in English as a Foreign Language (EFL) instruction. In higher
education contexts, traditional teacher-centered methodologies may not fully support the
development of these competencies. As a result, pedagogical frameworks such as Design
Thinking have gained attention for their potential to promote student-centered learning,
meaningful communication, and real-world problem solving. Within this context, understanding
teachers’ perceptions of implementing Design Thinking in EFL classrooms becomes essential
for evaluating its educational value.
Despite this shift, many university EFL programs continue to rely on conventional
instructional practices that limit students' opportunities to develop both language proficiency
and transferable professional skills. Recent educational research shows the importance of
integrating pedagogies that simultaneously support communicative competence and higher-
order thinking. In this regard, Design Thinking has been identified as a learner-centered
framework that fosters creativity, collaboration, and analytical reasoning in language classrooms
(Cleminson & Cowie, 2021; Cevikbas & Kaiser, 2022). Accordingly, this study explores
Ecuadorian university teachers’ perceptions of implementing Design Thinking in EFL
classrooms, with particular attention to how they apply its five stages: Empathize, Define,
Ideate, Prototype, and Test in their instructional practices.
Emerging research suggests that Design Thinking may contribute to the development of
integrated language skills, particularly oral communication, writing, organization, and
collaborative interaction. For example, research indicates that DT-based tasks can strengthen
speaking performance, engagement, and language confidence through iterative communication
and real-world problem-solving activities (Almalki, 2023; Swallow & Tomalin, 2024).
However, limited research has examined teachers’ professional judgments regarding how this
approach influences students’ language-learning processes.
Although Design Thinking has gained attention as a transformative pedagogical model,
integrating it into university curricula may pose contextual challenges, including alignment with
curricula, classroom management, and instructional time. Prior research highlights that
innovative methodologies often require adjustments in lesson planning, institutional support,
and pedagogical practices to be effectively implemented (Lake et al., 2024; Wang, 2024).
Consequently, understanding teachers’ perceptions of both benefits and constraints becomes
essential for evaluating the feasibility of adopting DT in EFL contexts. Therefore, this mixed-
methods study draws on qualitative interview data and quantitative survey findings to examine
the perceived benefits and challenges Ecuadorian university teachers identify when integrating
Vol. 13/ Núm. 3 2026 pág. 361
the Design Thinking approach into the EFL curriculum, offering a comprehensive perspective
on its classroom applications and contextual implications.
Despite the growing uptake of Design Thinking (DT) in educational contexts, the
literature has been predominantly oriented toward student learning outcomes, with
comparatively limited attention to teachers’ perspectives and their situated experiences of
implementation (Yu et al., 2024; Retna, 2015). This imbalance constrains understanding of how
DT is enacted in practice, particularly given that pedagogical innovation is mediated by
teachers’ beliefs, institutional conditions, and contextual constraints. Moreover, empirical
research examining DT within public university settings in Latin America remains
underrepresented in the field. Addressing this gap is critical, as exploring teachers’ perceptions
can illuminate how DT is interpreted, adapted, and evaluated in context, thereby providing a
more practice-oriented account of its pedagogical affordances and limitations within EFL
instruction.
Therefore, this study aims to examine Ecuadorian university teachers’ perceptions
regarding the implementation of the Design Thinking (DT) approach in EFL classrooms within
a public university context. Specifically, it seeks to answer the following research questions: (a)
How do Ecuadorian university TEFL teachers perceive and report applying the five stages of the
Design Thinking process, such as Empathize, Define, Ideate, Prototype, and Test, in their
English language teaching practices? (b) To what extent do university English language teachers
perceive that implementing the Design Thinking approach enhances students’ EFL skills,
including speaking, listening, reading, writing, and vocabulary development? (c) What
perceived benefits and challenges do Ecuadorian university English language teachers identify
when integrating the Design Thinking approach into the EFL curriculum? This mixed-methods
study draws on qualitative interview data and quantitative survey findings to provide a
comprehensive understanding of teachers’ professional judgments, classroom applications, and
contextual considerations related to Design Thinking in Ecuadorian higher education.
Design Thinking
Design Thinking (DT) is a human-centered approach to innovation and problem-solving
that promotes creativity, empathy, collaboration, and iterative learning. Originating in the field
of design and innovation, DT encourages learners to understand users’ needs, generate ideas,
and refine solutions through continuous feedback and experimentation (Brown, 2009; Liedtka,
2018). The framework is commonly structured around five stages: Empathize, Define, Ideate,
Prototype, and Test, which guide learners through cycles of exploration and improvement. In
educational contexts, DT has been associated with active participation, critical thinking, and
collaborative learning, making it particularly relevant for language classrooms that aim to
promote meaningful communication and problem-solving skills (Cleminson & Cowie, 2021).
the Design Thinking approach into the EFL curriculum, offering a comprehensive perspective
on its classroom applications and contextual implications.
Despite the growing uptake of Design Thinking (DT) in educational contexts, the
literature has been predominantly oriented toward student learning outcomes, with
comparatively limited attention to teachers’ perspectives and their situated experiences of
implementation (Yu et al., 2024; Retna, 2015). This imbalance constrains understanding of how
DT is enacted in practice, particularly given that pedagogical innovation is mediated by
teachers’ beliefs, institutional conditions, and contextual constraints. Moreover, empirical
research examining DT within public university settings in Latin America remains
underrepresented in the field. Addressing this gap is critical, as exploring teachers’ perceptions
can illuminate how DT is interpreted, adapted, and evaluated in context, thereby providing a
more practice-oriented account of its pedagogical affordances and limitations within EFL
instruction.
Therefore, this study aims to examine Ecuadorian university teachers’ perceptions
regarding the implementation of the Design Thinking (DT) approach in EFL classrooms within
a public university context. Specifically, it seeks to answer the following research questions: (a)
How do Ecuadorian university TEFL teachers perceive and report applying the five stages of the
Design Thinking process, such as Empathize, Define, Ideate, Prototype, and Test, in their
English language teaching practices? (b) To what extent do university English language teachers
perceive that implementing the Design Thinking approach enhances students’ EFL skills,
including speaking, listening, reading, writing, and vocabulary development? (c) What
perceived benefits and challenges do Ecuadorian university English language teachers identify
when integrating the Design Thinking approach into the EFL curriculum? This mixed-methods
study draws on qualitative interview data and quantitative survey findings to provide a
comprehensive understanding of teachers’ professional judgments, classroom applications, and
contextual considerations related to Design Thinking in Ecuadorian higher education.
Design Thinking
Design Thinking (DT) is a human-centered approach to innovation and problem-solving
that promotes creativity, empathy, collaboration, and iterative learning. Originating in the field
of design and innovation, DT encourages learners to understand users’ needs, generate ideas,
and refine solutions through continuous feedback and experimentation (Brown, 2009; Liedtka,
2018). The framework is commonly structured around five stages: Empathize, Define, Ideate,
Prototype, and Test, which guide learners through cycles of exploration and improvement. In
educational contexts, DT has been associated with active participation, critical thinking, and
collaborative learning, making it particularly relevant for language classrooms that aim to
promote meaningful communication and problem-solving skills (Cleminson & Cowie, 2021).
Vol. 13/ Núm. 3 2026 pág. 362
Design Thinking and EFL
Ongoing studies have increasingly examined the integration of Design Thinking (DT)
into English as a Foreign Language (EFL) instruction, highlighting its potential to foster
learner-centered practices and enhance communicative engagement. Research in higher
education demonstrates that DT promotes active participation, collaboration, and creative use of
language during classroom activities (Cleminson & Cowie, 2021; Almalki, 2023). In Latin
American contexts, studies indicate that educators perceive DT as a strategy that not only
strengthens communicative competence but also develops problem-solving skills and critical
thinking among TEFL students (Almache-Granda et al., 2024; Reyes-Cruz & Salazar-Navarro,
2024). Moreover, meta-analytic evidence supports positive effects on student engagement and
higher-order cognitive skills (Yu et al., 2024).
Design Thinking phases
The implementation of the Design Thinking process in EFL classrooms is typically structured
around five iterative stages: Empathize, Define, Ideate, Prototype, and Test. During the
Empathize stage, students explore real-life contexts through interviews, surveys, and
discussions, which promote meaningful interaction and active listening. In the Define stage,
learners synthesize information and formulate clear problem statements, fostering analytical
thinking. The Ideate stage encourages brainstorming and collaborative dialogue, allowing
students to generate multiple solutions while using English. As noted by Cleminson and Cowie
(2021), these stages create opportunities for authentic language use, particularly in speaking and
interaction. Similarly, Almache et al. (2024) highlight that this structured process supports the
development of communicative and professional competencies in EFL contexts.
The final stages, Prototype and Test, emphasize production, feedback, and iterative
refinement of ideas. Students develop presentations or project-based solutions, which are later
evaluated through peer feedback and reflection. This process promotes fluency, confidence, and
spontaneous language use, as learners refine their ideas and improve their performance over
time. Reyes-Cruz and Salazar-Navarro (2024) emphasize that these stages are essential for
integrating assessment and reflective learning into EFL instruction, while Zaky (2024)
highlights the pedagogical value of guiding students through iterative cycles of practice and
improvement. Overall, implementing these stages transforms the classroom into a student-
centered environment where language learning is connected to problem-solving, collaboration,
and real-world communication.
Design Thinking Implementation
Design Thinking has been consistently associated with the development of EFL
communicative competence, as it integrates speaking, listening, reading, writing, and
vocabulary in meaningful contexts. Through collaborative tasks such as interviews, discussions,
and presentations, students actively use the language to express ideas and solve real-world
Design Thinking and EFL
Ongoing studies have increasingly examined the integration of Design Thinking (DT)
into English as a Foreign Language (EFL) instruction, highlighting its potential to foster
learner-centered practices and enhance communicative engagement. Research in higher
education demonstrates that DT promotes active participation, collaboration, and creative use of
language during classroom activities (Cleminson & Cowie, 2021; Almalki, 2023). In Latin
American contexts, studies indicate that educators perceive DT as a strategy that not only
strengthens communicative competence but also develops problem-solving skills and critical
thinking among TEFL students (Almache-Granda et al., 2024; Reyes-Cruz & Salazar-Navarro,
2024). Moreover, meta-analytic evidence supports positive effects on student engagement and
higher-order cognitive skills (Yu et al., 2024).
Design Thinking phases
The implementation of the Design Thinking process in EFL classrooms is typically structured
around five iterative stages: Empathize, Define, Ideate, Prototype, and Test. During the
Empathize stage, students explore real-life contexts through interviews, surveys, and
discussions, which promote meaningful interaction and active listening. In the Define stage,
learners synthesize information and formulate clear problem statements, fostering analytical
thinking. The Ideate stage encourages brainstorming and collaborative dialogue, allowing
students to generate multiple solutions while using English. As noted by Cleminson and Cowie
(2021), these stages create opportunities for authentic language use, particularly in speaking and
interaction. Similarly, Almache et al. (2024) highlight that this structured process supports the
development of communicative and professional competencies in EFL contexts.
The final stages, Prototype and Test, emphasize production, feedback, and iterative
refinement of ideas. Students develop presentations or project-based solutions, which are later
evaluated through peer feedback and reflection. This process promotes fluency, confidence, and
spontaneous language use, as learners refine their ideas and improve their performance over
time. Reyes-Cruz and Salazar-Navarro (2024) emphasize that these stages are essential for
integrating assessment and reflective learning into EFL instruction, while Zaky (2024)
highlights the pedagogical value of guiding students through iterative cycles of practice and
improvement. Overall, implementing these stages transforms the classroom into a student-
centered environment where language learning is connected to problem-solving, collaboration,
and real-world communication.
Design Thinking Implementation
Design Thinking has been consistently associated with the development of EFL
communicative competence, as it integrates speaking, listening, reading, writing, and
vocabulary in meaningful contexts. Through collaborative tasks such as interviews, discussions,
and presentations, students actively use the language to express ideas and solve real-world
Vol. 13/ Núm. 3 2026 pág. 363
problems. This approach promotes authentic communication and interaction, allowing learners
to practice English beyond isolated exercises. As highlighted by Cleminson and Cowie (2021),
Design Thinking creates opportunities for meaningful language use, while Almache et al.
(2024) emphasize its role in strengthening communicative competence in EFL classrooms.
Another key benefit of Design Thinking is its contribution to higher-order thinking skills,
including critical thinking, problem-solving, and creativity. By engaging in stages such as
defining problems, generating ideas, and evaluating solutions, students must analyze
information and make decisions in the target language. This process connects language learning
with cognitive development, allowing learners to use English as a tool for reasoning and
innovation. Reyes-Cruz and Salazar-Navarro (2024) highlight that iterative processes support
reflective thinking, while Zaky (2024) emphasizes the pedagogical value of integrating
problem-solving into language instruction.
Design Thinking also promotes student-centered learning by fostering engagement and
autonomy in the classroom. Students take an active role in generating ideas, making decisions,
and developing solutions, which increases their participation and responsibility in the learning
process. This shift from teacher-centered instruction to learner-driven activities encourages
motivation and deeper involvement in tasks. As noted by Cleminson and Cowie (2021),
collaborative and interactive environments enhance engagement, while Almache et al. (2024)
report that students become more autonomous and responsible when participating in Design
Thinking activities.
Despite these benefits, implementing Design Thinking presents significant challenges,
particularly due to time and curriculum constraints. Teachers often need additional preparation
time to design activities and adapt the methodology to existing course structures. The iterative
nature of the process also requires extended classroom time, which may not always be available.
Reyes-Cruz and Salazar-Navarro (2024) note that integrating Design Thinking into formal
curricula requires careful planning, while Zaky (2024) emphasizes that the approach demands
more structured preparation than traditional teaching methods.
Another significant challenge relates to the complexity of implementing Design Thinking
in classroom settings. Teachers may face difficulties managing large groups, ensuring that all
students understand the different stages, and providing adequate scaffolding throughout the
process. Students may initially struggle to follow the non-linear structure of Design Thinking,
which can affect the progression of tasks. As highlighted by Cleminson and Cowie (2021),
guidance is essential for effective implementation, while Almache et al. (2024) note that teacher
support plays a key role in helping students navigate the stages successfully.
Theoretical Foundations
The adoption of DT in EFL classrooms aligns with multiple complementary learning
theories. Constructivist approaches emphasize knowledge development through active
problems. This approach promotes authentic communication and interaction, allowing learners
to practice English beyond isolated exercises. As highlighted by Cleminson and Cowie (2021),
Design Thinking creates opportunities for meaningful language use, while Almache et al.
(2024) emphasize its role in strengthening communicative competence in EFL classrooms.
Another key benefit of Design Thinking is its contribution to higher-order thinking skills,
including critical thinking, problem-solving, and creativity. By engaging in stages such as
defining problems, generating ideas, and evaluating solutions, students must analyze
information and make decisions in the target language. This process connects language learning
with cognitive development, allowing learners to use English as a tool for reasoning and
innovation. Reyes-Cruz and Salazar-Navarro (2024) highlight that iterative processes support
reflective thinking, while Zaky (2024) emphasizes the pedagogical value of integrating
problem-solving into language instruction.
Design Thinking also promotes student-centered learning by fostering engagement and
autonomy in the classroom. Students take an active role in generating ideas, making decisions,
and developing solutions, which increases their participation and responsibility in the learning
process. This shift from teacher-centered instruction to learner-driven activities encourages
motivation and deeper involvement in tasks. As noted by Cleminson and Cowie (2021),
collaborative and interactive environments enhance engagement, while Almache et al. (2024)
report that students become more autonomous and responsible when participating in Design
Thinking activities.
Despite these benefits, implementing Design Thinking presents significant challenges,
particularly due to time and curriculum constraints. Teachers often need additional preparation
time to design activities and adapt the methodology to existing course structures. The iterative
nature of the process also requires extended classroom time, which may not always be available.
Reyes-Cruz and Salazar-Navarro (2024) note that integrating Design Thinking into formal
curricula requires careful planning, while Zaky (2024) emphasizes that the approach demands
more structured preparation than traditional teaching methods.
Another significant challenge relates to the complexity of implementing Design Thinking
in classroom settings. Teachers may face difficulties managing large groups, ensuring that all
students understand the different stages, and providing adequate scaffolding throughout the
process. Students may initially struggle to follow the non-linear structure of Design Thinking,
which can affect the progression of tasks. As highlighted by Cleminson and Cowie (2021),
guidance is essential for effective implementation, while Almache et al. (2024) note that teacher
support plays a key role in helping students navigate the stages successfully.
Theoretical Foundations
The adoption of DT in EFL classrooms aligns with multiple complementary learning
theories. Constructivist approaches emphasize knowledge development through active
Vol. 13/ Núm. 3 2026 pág. 364
engagement, social interaction, and problem-solving, aligning with the collaborative, iterative
processes central to DT (Schcolnik et al., 2006). Communicative Language Teaching further
underscores the role of meaningful interaction and authentic communication in language
acquisition (Richards, 2006). Task-Based Language Learning highlights that students develop
linguistic competence through participation in purposeful tasks requiring negotiation of
meaning and collaboration (Ellis, 2003). Collectively, these frameworks support DT as a
methodology that integrates language development with critical thinking, creativity, and learner
autonomy.
METHODOLOGY
Context
This study was conducted at a public university in Ecuador with a staff of 20 EFL teachers and
an enrollment of over 10,000 students, all of whom are required to take English modules as part
of their academic curricula. It is developing students’ communicative skills in foreign
languages, especially English. The program is structured into five progressive modules aligned
with the Common European Framework of Reference for Languages (CEFR): Module 1
corresponds to level A1, Module 2 to A2, Module 3 to B1, Module 4 to B1+, and Module 5 to
B2. Each module focuses on strengthening listening, reading, speaking, and writing skills,
preparing students to communicate effectively in both academic and professional contexts.
Research approach and method
This study adopts a mixed-methods approach with a convergent parallel design,
combining both qualitative and quantitative data to provide a comprehensive understanding of
Ecuadorian university teachers’ perceptions regarding the implementation of the Design
Thinking (DT) approach in EFL classrooms. This mixed-methods approach is a research design
in which qualitative and quantitative data are collected simultaneously, analyzed separately, and
then merged to compare and integrate the results for a comprehensive interpretation of the
research problem. (Creswell and Creswell, 2014). The research is framed within a descriptive-
exploratory scope, as it seeks to describe teachers’ perceptions while also exploring in depth
how they apply the five stages of the Design Thinking process (Empathize, Define, Ideate,
Prototype, and Test) in their teaching practices. Since the study does not manipulate variables or
measure causal relationships, it is classified as a non-experimental, perception-based study
focused on pedagogical experiences rather than measurable learning outcomes.
The sample was selected through a non-probabilistic purposive sampling strategy,
specifically criterion-based and voluntary sampling to respect the ethical procedures of this
public Institution. The participants were university English language teachers who had
previously implemented the Design Thinking approach in their EFL classes and agreed to
participate. This selection criterion ensured that respondents possessed direct pedagogical
engagement, social interaction, and problem-solving, aligning with the collaborative, iterative
processes central to DT (Schcolnik et al., 2006). Communicative Language Teaching further
underscores the role of meaningful interaction and authentic communication in language
acquisition (Richards, 2006). Task-Based Language Learning highlights that students develop
linguistic competence through participation in purposeful tasks requiring negotiation of
meaning and collaboration (Ellis, 2003). Collectively, these frameworks support DT as a
methodology that integrates language development with critical thinking, creativity, and learner
autonomy.
METHODOLOGY
Context
This study was conducted at a public university in Ecuador with a staff of 20 EFL teachers and
an enrollment of over 10,000 students, all of whom are required to take English modules as part
of their academic curricula. It is developing students’ communicative skills in foreign
languages, especially English. The program is structured into five progressive modules aligned
with the Common European Framework of Reference for Languages (CEFR): Module 1
corresponds to level A1, Module 2 to A2, Module 3 to B1, Module 4 to B1+, and Module 5 to
B2. Each module focuses on strengthening listening, reading, speaking, and writing skills,
preparing students to communicate effectively in both academic and professional contexts.
Research approach and method
This study adopts a mixed-methods approach with a convergent parallel design,
combining both qualitative and quantitative data to provide a comprehensive understanding of
Ecuadorian university teachers’ perceptions regarding the implementation of the Design
Thinking (DT) approach in EFL classrooms. This mixed-methods approach is a research design
in which qualitative and quantitative data are collected simultaneously, analyzed separately, and
then merged to compare and integrate the results for a comprehensive interpretation of the
research problem. (Creswell and Creswell, 2014). The research is framed within a descriptive-
exploratory scope, as it seeks to describe teachers’ perceptions while also exploring in depth
how they apply the five stages of the Design Thinking process (Empathize, Define, Ideate,
Prototype, and Test) in their teaching practices. Since the study does not manipulate variables or
measure causal relationships, it is classified as a non-experimental, perception-based study
focused on pedagogical experiences rather than measurable learning outcomes.
The sample was selected through a non-probabilistic purposive sampling strategy,
specifically criterion-based and voluntary sampling to respect the ethical procedures of this
public Institution. The participants were university English language teachers who had
previously implemented the Design Thinking approach in their EFL classes and agreed to
participate. This selection criterion ensured that respondents possessed direct pedagogical