Design Thinking Among Students in the Department of Special Education

Abstract

This study aims to identify the level of design thinking among students in the Department of Special Education, as well as to examine the level of design thinking according to the variables of gender (male, female) and academic year (first, second, third, and fourth year) in the Colleges of Basic Education. A stratified random sample (equal allocation method) was selected, comprising (120) male and female students from the Colleges of Basic Education. The researchers constructed and administered a design thinking scale after following all scientific procedures and steps; the final version of the scale consisted of (45) items. The results revealed that, in general, the students of the Special Education Department demonstrated a low level of design thinking, with a slightly higher level recorded in favor of male students. The level of design thinking was also found to be affected by the academic stage variable.

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