How does design thinking promote STEM learning? Meta-analysis of learning outcomes and moderating effects

Currently, the application of design thinking in the field of STEM education is expanding. However, in this field, there is currently no systematic analysis or comprehensive explanation of the extent to which design thinking can enhance students’ learning outcomes, nor of how related moderating variables affect these outcomes. Through a meta-analysis of 44 effect sizes, it was found that: (1) The intervention of design thinking can effectively enhance the overall effect of students’ STEM learning, and has a positive effect on specific dimensions such as professional knowledge and skills, learning interest, creativity and design thinking ability. Among them, the improvement effect in students’ creativity and design thinking ability is particularly significant; (2) In terms of moderating variables, learner types, instructional models, learning environment and intervention duration all have an impact on the STEM learning outcomes and their sub-dimensions under the intervention of design thinking. The research not only reveals the utility characteristics and influencing factors of design thinking for students’ STEM learning, but also offers many inspirations for the deepening of subsequent teaching practices.