Review Article Stefanie Panke* Design Thinking in Education: Perspectives, Opportunities and Challenges

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Table 1: Design Thinking Tools, Alphabetic Overview.

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Design Thinking in Education: Perspectives, Opportunities and Challenges
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in this study” (Goldman et al. 2014, p. 13). One team in 
particular established uneven participation patterns 
and those patterns resulted in noticeable tensions. The 
authors concluded that it is important to pay attention 
to teams’ abilities to recognize ambiguity in the design 
process. Similarly, Aflatoony, Wakkary, and Neustaedter, 
(2018) observed that conflicts around teamwork stemmed 
from lack of group leadership, problems with sharing 
tasks equally and the size of the teams.
Sprint instead of long-term focus: Grots and 
Creuznacher (2016) cautioned that design thinking is not 
able to cover the span from the need for change to final 
implementation of results: “Design Thinkers usually lack the 
patience for detailed implementation of solutions” (Grots & 
Creuznacher, 2016, p. 192). Instead, the authors argue that 
design thinking is most suitable for discovering different 
options, finding reasons for a decision, and establishing 
priorities. The method lacks elements for turning ideas 
into accepted solution: “This is where the individual 
disciplines come in (among them: designers, organizational 
experts, HR professionals), with the knowledge and skills to 
fill a new idea with life and to implement it in a company” 
(Grots & Creuznacher, 2016, p. 192). Similarly, Panke and 
Harth (2018) observed that it was unclear for participants 
in a design thinking workshop on inclusive community 
development how to move from the ideas generated in the 
design thinking process to the development of innovative, 
marketable products and services.