BUILD AGENCY AND MEANING WITH REAL-WORLD PROJECTS

Stewarding the environment is sure to be one of the most pressing responsibilities of tomorrow’s leaders. As a complex and vast challenge, environmental leadership will require the full spectrum of 21st-century competencies. These range from core values, such as care and resilience; to social-emotional competencies like relationship management; to emerging competencies including critical thinking and global literacy.

Educators at YISS understand that design thinking is pivotal to developing these values and competencies. That’s why they embedded it into their STEMx IPW for nine classes of Secondary 2 students. Led by programme partner Arkki, the students were given the challenge of reimagining their own neighbourhood using design thinking to address pressing Science, Technology, Engineering, and Mathematics (STEM) issues related to sustainability and climate change.

Reimagining Punggol wasn’t just about learning facts – it was about giving students the skills, confidence, and real-world experience to shape a more sustainable future and make a difference in their community.

The range of student activities included:

•   Design thinking sessions led by experienced facilitators engaged by Arkki;
•   Learning journeys to the Urban Redevelopment Authority’s Singapore City Gallery;
•   A solar panel workshop by Singapore University of Technology and Design; and
•   An introductory workshop on artificial intelligence.

Each class was divided into groups to reimagine different plots of land in the neighbourhood. Using simple yet versatile prototyping materials, students quickly translated their ideas into tangible prototypes within the limited time available. After four days of brainstorming and design, they displayed their models in an inter-class showcase. Their passionate ideation and prototyping were clear to see!

YISS observed a meaningful impact on students as well as educators. The programme was a valuable lesson for educators in how design thinking can be effectively introduced, even when schedules are tight. The students’ high levels of enthusiasm and engagement led to greater interest from many educators to apply similar approaches across subjects. This is paving the way for more authentic and interdisciplinary learning experiences at YISS.

For students, the experience nurtured agency, innovation, and deep learning about sustainability and urban planning in Singapore’s context. They gained a practical understanding of design thinking and enhanced their critical thinking, collaboration, and communication skills. Developing creative, real-world solutions helped build a stronger sense of social and environmental responsibility.

Key insights from YISS:

•   Strong support from school leadership signals the importance of such initiatives and ensures the sustainability of level-wide programmes.
•   Strategic integration of design thinking with existing programmes brings greater coherence and relevance. Connecting new mindsets to familiar contexts enhances student engagement.
•   Purposeful framing around authentic local issues helps students see the relevance of their learning and fosters a sense of ownership, which is key for active problem solving.
•   Emphasising the iterative nature of design thinking helps students develop resilience and a growth mindset.
•   Supporting educators through training and collaborative planning is essential for successful implementation.

Learning environment

•   Culture of student collaboration; and
•   Cultural shift toward student agency, innovation, and deeper learning.

Ecosystem support

•   Industry partnership with Arkki;
•   Learning journeys in real-world environments;
•   Support from school leadership; and
•   Professional development and collaborative planning for educators.

Pedagogy

•   Real-world project work;
•   Curriculum integration for design thinking; and
•   Coordinated inter-disciplinary project work.