Design Thinking in STEM Education: A Meta-Analysis of Creativity Enhancement

Strategic Insights -

Research conducted by Qatar University and funded by the Qatar National Research Fund has shed light on the impact of informal Design Thinking (DT) models in STEM education. The study, which analyzed 18 peer-reviewed research papers, found a significant improvement in students' creativity when using DT models compared to traditional classroom education. The meta-analysis, which included over 1,600 students from 11 countries, revealed an effect size (ES) of 0.876, indicating a substantial improvement in creativity.

Key Takeaways:

  • The study systematically reviewed 18 peer-reviewed research papers on informal DT models in STEM education, representing over 1,600 students from 11 countries.
  • The meta-analysis found a significant improvement in creativity among students who used DT models compared to traditional classroom education.
  • The effect size (ES) of 0.876 indicates a substantial improvement in creativity.
  • The study helps academicians design, develop, and implement successful STEM-based informal DT models.
  • The research has been peer-reviewed and published in the International Journal of Technology and Design Education.
  • Additional authors of the study include Sumaiya Muneer, Malavika Santhosh, and Hemalatha Parangusan.

Statistics:

  • 18 peer-reviewed research papers were analyzed in the study.
  • 1,600 students from 11 countries participated in the study.
  • The effect size (ES) of 0.876 indicates a significant improvement in creativity.
  • The study was funded by the Qatar National Research Fund (QNRF).

Sources:

  • A Meta-analysis To Explore the Role of Design Thinking In Enhancing Creativity As Learning Outcomes In Stem Education. International Journal of Technology and Design Education, 2025.
  • Qatar National Research Fund (QNRF).
  • Qatar University.
  • Springer.
  • International Journal of Technology and Design Education at SpringerLink.