The current global education landscape has shifted towards fostering innovative competency-based learning outcomes that respond to the demands of the digital economy (Petrychenko et al., 2023; Zhou, 2022). Conventional problem-solving methods are no longer sufficient to address present challenges, particularly in the context of innovation, new product development, and a society facing disruptive changes (O’Reilly & Binns, 2019). Consequently, there is a growing recognition of the need to adopt new approaches that go beyond traditional learning methods (Mateen & Kan, 2020).

Design thinking, as an instructional approach and problem-solving methodology, has gained significant attention in educational contexts. It is considered as a transformative pedagogy to apply the problem-centered learning method within higher education environments (Taimur & Onuki, 2022); encourage advancements in science and technology (Yang et al., 2022); and design teaching documents (Calavia et al., 2023). Additionally, design thinking, as a cutting-edge method of instruction, has demonstrated potential for developing students’ abilities and solving contemporary issues (Guaman-Quintanilla et al., 2023; Phi & Clausen, 2021). It encourages in-depth comprehension, precise problem detection, and methodical problem-solving through a variety of viewpoints and in-depth investigation (Kim & Park, 2021; Pata, 2021); and fosters creative thinking and the ability to find alternative solutions promptly, considering multiple perspectives and alternative viewpoints (Wang et al., 2021; Foster, 2019).

Moreover, local wisdom-based learning is considered as a potential innovative learning to develop students’ concentration, interest, motivations, and conservation character (Abidinsyah et al., 2019). This integration involves linking subject content with local wisdom in the school’s surrounding community to facilitate better understanding of learning materials (Marianus & Damaris, 2021; Suratno et al., 2020). In addition, the integration of digital technologies in teaching and learning activities significantly contributed to developing students’ learning responsibilities and knowledge creativity (Rodrigues, 2020); creating teaching materials and offering innovative approaches (Haleem et al., 2022). The advancement of technology has resulted in the transformation of the learning process in accordance with educational paradigms. In the past, there have been many students who utilized innovation in learning using digital technology (Nanjundaswamy et al., 2021; Kumar et al., 2017; Salmon, 2016).

The Border Patrol Police Schools, affiliated with the Border Patrol Police Command of the Royal Thai Police, are strategically situated along the national borders in remote and hard-to-reach areas across Thailand. These schools operate with the mission of “Developing wisdom, enhancing life quality, and achieving national security.” It falls under the category of educational institutions as defined in Section 18(2) of Thailand’s National Education Act of 1999, and its subsequent amendments in 2002 and 2010 (The Ministry of Education, 2010). They aim to provide educational opportunities to children and youth living in isolated border regions, areas typically overlooked by other educational agencies, particularly due to challenges related to national security.

By functioning in such locations, the Border Patrol Police Schools play a pivotal role in ensuring that children and the local community in these distant areas receive educational opportunities comparable to those available in urban and rural settings. However, from the report by National Institute of Educational Testing Service (Public Organization, 2021), it indicated that these schools underperform in science subjects compared to the national average in the sixth-grade Ordinary National Educational Test (O-NET). This underperformance highlights ongoing challenges, including economic disparities and limited access to technology, which continue to impact the educational development of underprivileged students in these regions, even amidst the advancements of the 4.0 era (Kaewkumkong & Sen, 2019; Sinwongsuwat & Nicoletti, 2020).

Despite the growing body of research on design thinking in education and the potential of digital technology and local wisdom to enhance learning experiences, there remains a significant gap in understanding how these elements can be effectively integrated to develop design thinking skills in resource-constrained schools. Previous studies have primarily focused on well-resourced educational settings, leaving underprivileged schools underrepresented in the literature. This research aims to address this gap by implement creative learning strategies utilizing digital technology to foster design thinking skills and incorporate local knowledge within the Border Patrol Police Schools situated in the Northeastern region of Thailand. Furthermore, it seeks to revolutionize conventional teaching methods, augment students’ grasp of the subject matter, and facilitate its practical application in their everyday lives, thereby providing valuable and enduring learning materials for instructors, educators, and developers. This study utilizes digital technology that is suitable for the context of border patrol police schools, which has limitations in terms of up-to-date technology. This study offers a significant contribution to the field of education by providing insightful observations on the fusion of digital technology and design thinking in schools lacking essential resources. It underscores the capacity of these methods to stimulate inventive thinking, enhance problem-solving skills and educational outcomes centered on innovative capabilities. Additionally, it addresses the obstacles confronted by marginalized students in accessing information technology tools, offering sustainable and contextually appropriate educational resources.

This study answers the following two questions:

  • 1.

    RQ1 – What learning innovation components merge digital tech with local wisdom to boost design thinking skills?

  • 2.

    RQ2 – How do the developed learning innovation components melding digital technology and local wisdom to cultivate students design thinking skills?

Technology-enhanced learning, which utilizes innovative and emerging technologies, plays a crucial role in facilitating and supporting learning in online and blended settings (Kumar et al., 2017). The emergence and adoption of digital technologies have changed various sectors and industries, allowing organizations to participate more efficiently, tap into new sources of revenue, and alter their ways of thinking and working (Salmon, 2016). Digital technology-enhanced learning innovation has been put into practice in educational settings in a variety of ways recently, including Interactive whiteboards (IWBs) (DiGregorio & Sobel-Lojeski, 2010), Tablets (Herodotou, 2017), Document cameras (Dwinal, 2020), Chromebooks (Kaur, 2020), Apple TV (Prakash & Prakash, 2019), 3D content (Flotyński & Walczak, 2014), Cloud computing (Armbrust et al., 2010), Web 2.0 applications in the cloud (Ibrahim & Alqahtani, 2018), Mobile technology (Zhai, 2021), Video conferencing (Bailey et al., 2022), Massive Open Online Courses (MOOCs) (Margaryan et al., 2015), and Virtual schooling Gaming (Aksoy, 2019).

Innovative learning environments have gained significant attention in recent years as educators strive to create spaces that support positive change in learning behaviors, achievement, and wellbeing for all learners (Frelin & Grannäs, 2021). Effective innovative learning requires teachers to form teaching and learning partnerships with colleagues and students, promoting collaborative and student-directed approaches (Benade, 2021). In addition, achieving robust innovative learning environments requires stakeholders to consider multiple interconnected factors including knowledge systems, educational philosophy, organizational structures, and economic resources (Blackmore & O’Mara, 2021). Successful implementation of innovative learning environments requires attention to key design themes such as continuity, preparation, alignment, and participation (Altinpulluk, 2019).

One approach that has shown promise in fostering effective learning environments is the utilization of Authentic Learning Environments (Royalty, 2018). This framework comprises various components that synergistically create meaningful learning experiences for students. Firstly, an authentic context is provided to mirror real-life applications of knowledge, making learning relevant and applicable to students’ lives. Secondly, authentic activities are integrated, allowing students to engage in practical tasks that promote experiential learning and deeper understanding. Crucially, teachers provide coaching and scaffolding, gradually reducing support at critical times to facilitate students’ growth and autonomy (Royalty, 2018). While the use of open, flexible spaces in innovative learning environments does not automatically lead to changed practice, combining them with affordances in curriculum, assessment, and digital technologies can enable collaborative practice and student-directed approaches (Trask, 2021).

Design thinking, a structured and human-centered problem-solving approach, fosters creativity and continuous improvement through iterative processes. Blending empathy, creativity, and user-centric approaches, design thinking stands as a potent tool for addressing complex challenges across diverse industries (Li & Zhan, 2022). Scholars have explored design thinking applications across varied contexts, demonstrating its versatility and effectiveness. For example, Manjunath et al. (2021) exemplified its efficacy in crafting solutions tailored for individuals with visual impairments, highlighting the significance of user-friendly interfaces and robust feedback systems. In contrast, Olsen and Gonera (2023) investigated its adaptability within substantial research endeavors, shedding light on the pivotal roles of collaboration, visualization techniques, and user-centric approaches.

In educational contexts, Calavia et al. (2023) emphasized the transformative impact of design thinking in teacher training programs, emphasizing its capacity to augment problem-solving skills and nurture students’ creative potential. Vendraminelli et al. (2022) demonstrated its instrumental role in steering digital transformation initiatives and facilitating sustainability management strategies within corporate environments. Building on this foundation, Guaman-Quintanilla et al. (2022) advocated for the integration of design thinking methodologies into higher education, reporting promising outcomes from this pedagogical approach.

In K–12 education, Li and Zhan (2022) underscored its positive impact on student engagement and problem-solving abilities. Design thinking typically follows a structured process, such as Stanford’s five-step approach: Empathize, Define, Ideate, Prototype, and Test. Alternatively, the Double Diamond Design Process, outlined by the UK Design Council, consists of four stages: Discover, Define, Develop, and Deliver. Both methodologies involve deep comprehension of the problem, clear definition, diverse idea generation, prototyping, and user testing for valuable feedback.

Recent research demonstrates that integrating local wisdom into educational practices significantly enhances design thinking capabilities among students. Ardi et al. (2024) showed that students engaging with local wisdom frameworks exhibited improved competencies in uncertainty management, human-centeredness, and collaboration – all crucial elements of design thinking. Wati et al. (2023) similarly found that local wisdom-based science learning positively impacts creative thinking skills essential for innovation in the Education 4.0 context. Complementing these findings, Fadli’s (2023) research revealed a significant improvement in critical thinking abilities through Sasak wisdom integration. Various implementation approaches have proven effective, including Problem-Based Learning models (Safitri et al., 2024), technology-enhanced media incorporating cultural elements (Azrillia et al., 2024), and traditional practice integration (Asfar & Asfar, 2020). These diverse yet consistent findings provide a strong theoretical foundation for the current study.

The demonstrated effectiveness of combining technological tools with cultural elements (Ardi et al., 2024; Azrillia et al., 2024) directly supports this study’s approach of using digital technology alongside local wisdom. This integration creates a powerful synergy where technology provides new modes of expression while local wisdom grounds learning in culturally meaningful contexts. Particularly relevant is Safitri et al.’s (2024) Problem-Based Learning model, which could be adapted to address specific challenges faced by communities served by Border Patrol Police Schools, demonstrating how design thinking can solve real problems while honoring cultural knowledge systems.

Applications across diverse subject areas consistently demonstrate that culturally relevant learning contexts improve both academic outcomes and cultural connections. Studies span environmental science (Fauziah et al., 2023) to cultural arts (Asrial et al., 2022), sociology (Noviana & Komariah, 2022), and early childhood education (Musi et al., 2022), all converging on the finding that local wisdom integration strengthens learning effectiveness.

However, most studies examine either digital technology OR local wisdom separately, and predominantly focus on well-resourced educational settings. The current research addresses this gap by examining how these principles apply specifically in Border Patrol Police Schools in border areas – resource-constrained environments where students face unique challenges. By documenting effective practices that simultaneously integrate digital technology with local wisdom to enhance design thinking, this work provides a valuable model for similar educational contexts where traditional knowledge and modern educational approaches must intersect to serve underprivileged student populations.

Source link