Abstract

Design is omnipresent, and with the rise of consumerism, design thinking (DT), as a concept, has become popular over the last two decades. It bridges theory and practice, finding application beyond traditional design fields by transforming students’ learning through real-world experiences, innovative materials, and iterative processes. The institutions that teach design carry the responsibility of preparing their students to cater to the industry demands, especially in the consumer-centric environment today, where the designer should be able to offer a pertinent and meaningful solution. The current study explores contemporary design education in Dubai, United Arab Emirates, and determines whether and to what extent DT and its components are being implemented in various design programs across universities, with the focus being on problem-solving through practical experience and real-world projects. For this study, purposive sampling was used to select two universities that offer undergraduate design programs. A qualitative case study methodology was utilized with a mixed-methods approach. Data were collected through a combination of survey questionnaires and formal interviews of undergraduate design students and design educators, allowing for a comprehensive understanding of the subject. Results were analyzed to establish the extent to which the principles and stages of DT are currently integrated into undergraduate design curricula. Furthermore, the key challenges encountered in the implementation were also identified, providing valuable insights and highlighting the areas for improvement in bridging the gap between theoretical frameworks and practical application.