Integrating Problem-Based Learning and Design Thinking for Sustainability: A Practical Approach to Teaching Real-World Problem Solving in Undergraduate Education

Sanjay Hanji; Veeranna Yempally; Preethi Baligar; Krishnendu Jana; Avinita Gautam; Gopalkrishna Joshi

doi:10.54337/irspbl-11049

Authors

Sanjay Hanji MIT Vishwaprayag University
Veeranna Yempally MIT Vishwaprayag University
Preethi Baligar MIT Vishwaprayag University
Krishnendu Jana MIT Vishwaprayag University
Avinita Gautam MIT Vishwaprayag University
Gopalkrishna Joshi MIT Vishwaprayag University

DOI:

https://doi.org/10.54337/irspbl-11049

Keywords:

Problem-based learning, Design Thinking, Higher education, Problem solving, Course design

Abstract

This practice paper presents the development, implementation and evaluation of a course, Design Thinking for Sustainability, a university core course for first-year students from undergraduate programs in Technology, Business administration, Computer applications and Design. As a greenfield private university in India, we integrated Design Thinking into the core curriculum to enhance problem-solving abilities. The course addressed real-world, ill-defined challenges through the United Nations' 17 Sustainable Development Goals (SDGs), equipping students with practical, creative problem-solving skills. Offered as a 21-day pre-semester credit course, it fostered interdisciplinary collaboration on sustainability-driven challenges.

Using Problem-Based Learning (PBL) approach, students worked in teams, applying the five stages of Design Thinking—Empathize, Define, Ideate, Prototype, and Test—to develop innovative, sustainable solutions. The design thinking process encouraged iteration, collective work, and optional participation. With this first version of the course, the focus of evaluation was to explore the challenges faced by faculty members and students, which allow for revision during the next iteration of the course.

The findings bring out various challenges perceived by our students and faculty members, and various strategies to overcome them. The challenges stated were psychological readiness for open ended problem-solving, struggle to identify and define real world problems, lacked access to stakeholders and sustainability related data. However, collaborative teamwork, prototyping and stakeholder feedback helped them to overcome the challenges and come up with feasible and workable solutions to the problems thereby developing problem solving skills. Faculty stated that they did not know design thinking whereas they learned it while during the course. Secondly, they had to put significant effort in designing, teaching and assessing in a way to promote active learning. They were agile during the course and did minor adjustments to the course during the course delivery. Overall, this paper provides practical insights for educators who will be seeking to integrate PBL and Design Thinking into their curricula, particularly with inclusion of sustainability-driven innovation and active learning.

References

Baligar, P., Joshi, G., & Shettar, A. (2021, October). A need to introduce systematic team-based experiences in secondary schools. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE.

Baligar, P., Joshi, G., Shettar, A., & Kandakatla, R. (2022, March). Penetration for cooperative learning in engineering education: A systematic literature review. In 2022 IEEE Global Engineering Education Conference (EDUCON) (pp. 610-619). IEEE.

Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical education, 20(6), 481-486.

Brown, T. (2009). Change by design: How design thinking creates new alternatives for business and society. Harper Business.

Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298.

Desai, S. P., Hanji, S. V., Munshi, M. M., Chakradhar, P., Naik, S., & Pare, S. K. (2024, September). Impact of outbound training on student engagement in management education: An AI based computer vision approach. In 2024 IEEE North Karnataka Subsection Flagship International Conference (NKCon) (pp. 1-6). IEEE.

Desai, S. P., Munshi, M. M., Hanji, S. V., & Pabba, C. (2025). Optimizing Class Timing: AI Driven Group Engagement’s Role in Academic Success. Journal of Information Technology Education: Research, 24, 007.

Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical education, 39(7), 732-741.

Goldman, S., Carroll, M., & Royalty, A. (2009, October). Destination, imagination & the fires within: Design thinking in a middle school classroom. In Proceedings of the seventh ACM conference on Creativity and cognition (pp. 371-372).

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16, 235-266.

Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of cleaner production, 48, 10-19.

Mercier, E., Goldstein, M. H., Baligar, P., & Jephthah Rajarathinam, R. (2023). Collaborative Learning in Engineering Education. In International Handbook of Engineering Education Research (pp. 402–432). Routledge. https://doi.org/10.4324/9781003287483-23

Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important?. Review of educational research, 82(3), 330-348.

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem‐based learning: what works and why. Medical education, 45(8), 792-806.

Sterling, S. (2011). Transformative learning and sustainability: Sketching the conceptual ground. Learning and teaching in higher education, 5(11), 17-33.

UNESCO (United Nations Educational, Scientific and Cultural Organization). (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.