Design thinking in language teaching: an innovative approach to fostering creativity and critical thinking in higher education

Abstract

The study analyzes the implementation of Design Thinking (DT) as an innovative pedagogical methodology in language teaching in higher education. This approach presents itself as an alternative to traditional methods, which often limit the development of essential competencies such as creativity and critical thinking. Based on current educational theories, DT promotes active, student-centered learning, fostering empathy, collaboration, and structured problem-solving. The objective of the study is to examine how DT impacts language teaching, enhancing these competencies. The research question focuses on how this methodology stimulates creativity and critical thinking in this field. To achieve this, a systematic literature review was conducted under PRISMA guidelines, evaluating 20 studies published between 2015 and 2025.The study's results show that DT connects theoretical concepts with practical experiences, strengthening critical thinking and fostering creativity. Additionally, it promotes collaborative work and empathy among students. However, its implementation faces barriers such as resistance to change, lack of resources, and the need for teacher training. These difficulties highlight the importance of robust institutional support to overcome obstacles and maximize the benefits of DT in the educational field.In conclusion, DT represents a transformative approach that enhances linguistic competencies and prepares students to face complex problems in a globalized context. This method not only optimizes educational outcomes but also transforms classrooms into dynamic and participatory spaces, promoting integral learning centered on the development of key skills. Successful implementation of DT requires institutional commitment to provide the necessary resources and training, ensuring its effectiveness and long-term sustainability.