Design Thinking for Challenges and Change in K–12 and Teacher Education
Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged and heard. These cases demonstrate the beginning of a process of contextualization of Design Thinking in K–12 and teacher education. We hope that this special issue will prompt conversations to explore and critique the possibilities and imagine the real change that it might bring.