Where Are We in the Integration of Design Thinking and Project-Based Learning? A Systematic Review in Design Higher Education

With the continuous exploration of interdisciplinary integration and innovative education models in the field of education, the curriculum model combining design thinking (DT) and project-based learning (PBL) has been gradually applied in higher education. However, despite a large number of reviews on DT or PBL individually, very few studies systematically integrate DT and PBL as teaching models in higher education, especially within design disciplines. Existing syntheses mainly focus on broad teaching strategies and teacher development across fields, and do not offer an in-depth analysis of learners’ experience, learning effects, and ability enhancement in practical, problem-driven contexts. This study aims to explore the integrated application model and learning impact of DT combined with PBL in higher education of design-related majors through a systematic literature review. Based on the PRISMA process, 6 studies that met the criteria were screened from 4 major databases. Through narrative synthesis and thematic analysis, we found 3 main modes of DT-PBL integration, which performed well in 5 themes: creativity, problem identification and solving, communication and collaboration, motivation and attitude, and professional literacy and practical ability. However, there are also implementation challenges such as students needing time to adapt, teachers' teaching pressure increasing, and higher requirements for teaching resources. Future research suggestions can focus on the standardization of teaching evaluation of the DT-PBL model, the development of teacher professional training, and the expansion of empirical research samples.