DESIGN THINKING PEDAGOGY FOR CULTURAL AND CREATIVE PRODUCT DEVELOPMENT IN HIGHER ART EDUCATION

Abstract

This article constructs a qualitative pedagogical case-study framework of integration of design thinking in cultural and creative product development in higher art education. The study responds to a common curriculum issue – that while arts and design students are often encouraged to use culturally resonant content, symbols, heritage forms and local stories to inspire products, they are not necessarily provided with a clear process for interpreting cultural meanings, translating those meanings into product criteria, responsibly prototyping, and evaluating cultural sensitivity. Based on design thinking, studio pedagogy, culturally sustaining pedagogy and cultural product design research, the article provides a case of studio case design over 12 weeks that is based on the five-stage process of design thinking: empathise, define, ideate, prototype, and test/reflect. The methodology is a pedagogical case study with document-based analysis of the course brief, learning tasks, critique questions, reflective prompts, prototype rubric and assessment criteria. Case analysis yields four pedagogical contributions: design thinking provides structure for cultural inquiry; cultural translation transforms the heritage research into design criteria; prototype critique deepens reflection; and assessment can link cultural value, user value and product value. It presents a transferable teaching model for educators interested in higher art education who want to incorporate cultural interpretation, creative entrepreneurship, ethical design judgement, and iterative product development.