Purpose This study aims to explore how design thinking (DT) can foster interdisciplinary dialogue and co-creation within Education for Sustainable Development (ESD). This study examined the incorporation of DT into a sustainability-focused course at a Norwegian university, where students collaborated across disciplines and with external stakeholders regarding real-world challenges. Design/methodology/approach The authors drew on a case study of 21 students, two teachers and five stakeholders in an interdisciplinary course. The students collaborated in groups to address real-world sustainability cases using a DT approach. Data collected from the course included participant observations, interviews with students and stakeholders and students’ written feedback. A sociocultural perspective guided the thematic analysis, focusing on interaction through dialogue and co-creation. Findings The DT approach fostered the students’ engagement, supported interdisciplinary dialogue and helped the students navigate uncertainty and complexity. The students reported a sense of ownership and responsibility in their work, and the process encouraged participation and co-creation. Meanwhile, the DT approach required facilitation to sustain dialogue and encourage critical reflection on broader sustainability dimensions. Tensions emerged from divergent expectations, varying group dynamics and unclear stakeholder roles, which occasionally limited the depth of the students’ engagement with cases. Originality/value This study contributes to sustainability education by demonstrating how DT can be used as a pedagogical approach to foster co-creation and support the development of key ESD competencies. It offers practical insights into how interdisciplinary participatory learning environments can prepare students to engage with complex sustainability challenges.
Amundrud et al. (2026) studied this question.