Unpacking student experiences in design thinking through causal loop analysis

Design Thinking , as increasingly integrated into higher education, is heralded for its capacity to cultivate essential competencies such as creativity, critical thinking, and collaborative problem-solving. This study aims to explore how students in higher education institutions experienced a four-day design thinking workshop while exploring the systemic interconnections that shape the overall learning experience. The design thinking workshop intervention began with the empathy phase, followed by the define and ideation stages. In the final stage, the intervention involved prototyping and testing. With 24 informants participating in written self-reflections after each stage, this study conducted an additional thematic analysis to identify relevant patterns. Using systems thinking, these variables were mapped onto a Causal Loop Diagram to visualize their interrelationships. Reinforcing and balancing feedback loops were identified to explain how different aspects of the workshop interacted to shape student experiences. The diagram was developed with the thematic analysis resulting in four themes, namely (1) course delivery and environment; (2) group dynamics and collaboration; (3) learning and skill enhancement; and (4) application and realization. However, it was discovered that the causal loop diagram contained an additional variable, which was (5) student motivation. The identification of course delivery and environment as a central lever aligns with studies highlighting the significance of structured facilitation and psychologically safe learning environments in enhancing design thinking outcomes. Furthermore, the reinforcing loops suggest that once motivation and collaboration are established, workshop dynamics can sustain improvement even beyond initial facilitation quality, a notion that is consistent with self-determination and experiential learning theories. However, logistical and environmental issues, though minor inconveniences, may negatively impact the learning experience and student learning significantly.