Exploring the transformative potential of design thinking pedagogy in hybrid setting: a case study of field exercise course, Japan

Abstract The current research explores the transformative potential of Design Thinking (DT) pedagogy in Higher Sustainability Education (HSE) a hybrid (mix online and face-to-face) setting. case study examined Field Exercise Science (FESS) course, using DT pedagogy, HSE program at university Japan. critical learning experiences (i.e., signs learning) were captured to investigate whether has allowed learners challenge their perspectives go through experience. qualitative captures by collecting students’ semi-structured interviews, reflections, class observations. As result, successfully learning, where each student went multidimensional embodied experiences. Furthermore, results show how as can support encouraging disorienting dilemmas, promoting reflection discourse, fostering relationships, providing context, offering an engaging bring into practice HSE, it be implemented effectively digital or approach without need for complex structural changes. paper provide concrete lessons curriculum development teaching HSE.