Design Thinking and ICT to Create Sustainable Development Actions - Design Thinking, ICT and Sustainable Development

2015 ◽  
Author(s):  
Diane Pruneau ◽  
Joanne Langis
Keyword(s):  
Sustainable Development ◽  
Design Thinking

scholarly journals Design Thinking for Sustainable Development

2021 ◽  
Vol 12 (6) ◽  
pp. 1363-1368
Author(s):  
Mara Zeltina
Keyword(s):  
Sustainable Development ◽  
Environmental Science ◽  
Design Thinking ◽  
Interdisciplinary Approach ◽  
Development Planning ◽  
Project Work ◽  
Advantages And Disadvantages ◽  
Undergraduate Study ◽  
Sustainable Products ◽  
Sustainability Challenges

The complexity of environmental and sustainability challenges has created an ongoing need for innovative and integrated approaches to address them. Design disciplines have a long history. The method “design thinking”, originally applied in architecture, engineering and business, has led to new and creative problem solving, thus creating much potential for use in sustainable development planning. While principles of good design are well established, there has been limited integration of design thinking with environmental science, sustainable development planning and education. This research was focused on how a sustainability approach can be merged with design thinking to develop socially responsible and environmentally sustainable products and services. The case study has been carried out in the master’s study course Sustainable Development Planning. Some of basic principles and stages of design thinking, such as empathy, creativity, collaboration, responsibility and interdisciplinary approach have been tested by using students project work evaluation regarding certain criteria and survey after the study course. The first results of approbated design thinking principles and methods, significant advantages and disadvantages and the perspective of using this method have been analysed and discussed. As the result from this study proposals for the improvement of the content of this study course and related study courses (a study course on sustainable development issues is compulsory in all undergraduate study programs in Latvia) and for the specification of test tasks have been developed, considering also future needs to provide the study course remotely.

scholarly journals UNSDGs and future quality management - Social policy for developing sustainable development mindset

2019 ◽  
Vol 3 (2) ◽  
pp. 26-34 ◽  
Author(s):  
Shirley Mo-ching Yeung
Keyword(s):  
Sustainable Development ◽  
Social Policy ◽  
Quality Management ◽  
Mobile Communications ◽  
Data Protection ◽  
Design Thinking ◽  
System Thinking ◽  
Social Dimension ◽  
Brand Building ◽  
Consumer Data

The purpose of this paper is to review different ways of promoting a sustainable development (SD) mindset to engage employees and management to explore, to explain, to elaborate and to evaluate to become future sustainability leaders. After reviewing literature on sustainable development mindsets, sustainable development goals (SDGs), corporate social responsibility (CSR) and analysis of social dimension policy of 10 China-based listed companies (2006 to 2017) in Bloomberg database with members in UN Global Compact (2004 to 2017), it has been found that employee CSR training policy and consumer data protection policy are not common in selected organizations, except two communications related organizations. And, policies on equal opportunities, health & safety, and human rights are mostly in place. Among 10 selected organizations, Petro China and China Mobile Communications are found with these three policies in place in past 11 years (2007 to 2017). It is suggested that individual employee attributes, knowing and being in relation to social policy, need to be strengthened; perception of tasks, implementing CSR and consumer policies with inspirations on sustainability, need to be maintained in the organizational core activities; and value creation, realising the importance of consumer data protection with design thinking and system thinking in product/ service innovations, need to be enhanced for sustainable development. The findings provide insights for management in developing sustainable development mindset for employees and brand-building for organizations. The ultimate output of the paper is a model for promoting a Sustainable Development Mindset with employee CSR policy/consumer data protection relayed social policy for advancing quality management (QM). Therefore, academics, industry practitioners, NGOs and policy makers shall consider these findings when exploring the applications of UNSDGs related tools to advance quality outputs with brand-building effect in an innovative way.

scholarly journals Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

2020 ◽  
Vol 12 (16) ◽  
pp. 6334
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Game Design ◽  
Design Education ◽  
Design Theory ◽  
Design Thinking ◽  
Social Issues ◽  
Theory And Practice ◽  
Art And Design ◽  
Positive Effects

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities.

scholarly journals Integrating Sustainable Development and Design-Thinking-Based Product Design

2019 ◽  
pp. 245-259 ◽  
Author(s):  
Rachael K. Gould ◽  
Cecilia Bratt ◽  
Patricia Lagun Mesquita ◽  
Göran I. Broman
Keyword(s):  
Sustainable Development ◽  
Product Design ◽  
Design Thinking

scholarly journals Why Sustainable Development Requires Societal Innovation and Cannot Be Achieved without This

2020 ◽  
Vol 12 (3) ◽  
pp. 1270 ◽  
Author(s):  
Henk Diepenmaat ◽  
René Kemp ◽  
Myrthe Velter
Keyword(s):  
Sustainable Development ◽  
Value Creation ◽  
Design Thinking ◽  
External Costs ◽  
Costs And Benefits ◽  
Conflicts Of Interests ◽  
Sustainability Transition ◽  
Building Activities ◽  
Multiple Value ◽  
Systemic Form

This paper discusses the need for societal innovation as a systemic form of innovation for sustainable development. Sustainable development requires collective action from stakeholders in the form of system building activities, which in its turn requires societal innovation. Through societal innovation, based on multiple value creation, external costs are being prevented or reduced because of innovation-oriented explorations within a wider frame (a societal improvement perspective), ascertained by the actors. This requires design thinking and proper distribution of the costs and benefits, accepted by the participants. With this paper, we hope to advance the research agenda on societal innovation based on multi-actor improvement processes and associated intentional logics, as topics that are weakly theorized in the business literature on sustainable development and the sustainability transition literature. We are critical of triple helix models and models emphasizing shared value creation because these underestimate the importance of disinterest and conflicts of interests to be managed via multiple value creation on the basis of recursive multi-actor intentionality.

scholarly journals The Green Business and Sustainable Development School—A Case Study for an Innovative Educational Concept to Prevent Big Ideas from Failure

2021 ◽  
Vol 13 (4) ◽  
pp. 1943
Author(s):  
Jan Nicolai Hennemann ◽  
Bernd Draser ◽  
Katarina Repkova Stofkova
Keyword(s):  
Sustainable Development ◽  
Design Thinking ◽  
Stakeholder Participation ◽  
Real Life ◽  
Patterns Of Failure ◽  
Life Project ◽  
Stakeholder Groups ◽  
Educational Concept ◽  
Green Business

This article addresses the question of why initiatives in the field of green business and sustainable development often fail. Therefore, it dismantles some typical patterns of failure and shows—as a case study—how these patterns can be challenged through an innovative educational concept: the green business and sustainable development school. The applied methodology is a real-life project that is designed through methodological elements stemming from business model canvas, theory U, stakeholder participation, and design thinking. The results of the school initiative are discussed and evaluated by four distinctive stakeholder groups and the school’s supporting potential to overcome typical patterns of failure in the green business and sustainable development arena by the younger generation in the future is outlined. This article concludes with ideas to enhance the school concept to reach even more stakeholder-groups and increase its reliability and viability.

scholarly journals Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

2021 ◽  
Vol 13 (18) ◽  
pp. 10443
Author(s):  
Stanislav Avsec ◽  
Vesna Ferk Ferk Savec
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Science Teachers ◽  
Social Transformation ◽  
Design Thinking ◽  
Education For Sustainable Development ◽  
Self Directed Learning ◽  
Holistic View ◽  
Conditioning Factors ◽  
Directed Learning

Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Learning Processes towards Destination Development

2021 ◽  
Vol 291 ◽  
pp. 06004
Author(s):  
Anette Oxenswärdh ◽  
Camilla Saggiomo ◽  
Aida Alonso ◽  
Iida Pyykkö ◽  
Lena Rothe ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Design Thinking ◽  
Learning Processes ◽  
Survey Method ◽  
Tourist Destination ◽  
Tourist Destinations ◽  
Innovative Methods ◽  
Qualitative Survey ◽  
Tourism Services

Sustainable development of tourist destinations is based on the key principles of sustainable development in general taking into consideration the characteristics of tourism as an activity, in particular. In the event that a tourist destination has an island location, this becomes an additional factor imposing even more stringent requirements for sustainable development due to even greater vulnerability of isolated ecological systems. At the same time, the human factor becomes decisive, because the development of a tourist destination depends on how the providers of tourism services comply with the principles of sustainable development. The purpose of our study is to identify the willingness to follow the principles of sustainable development of a tourist destinations among entrepreneurs providing tourism services, using innovative methods of problem-solving learning. During the study, the following methods were used: bibliographic, analytical, in-depth survey method, etc. The methodology implemented for this study was qualitative survey where students reflected on their learning processes. The results show the importance of university students cooperating with actors within tourist destination on both theoretical and practical issues of sustainability to develop the destination. This cooperation enables the most important learning outcomes for both parties on sustainability. Heterogeneity of the group, and methodology of Design Thinking increases the creativity in problem solving.

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