As a school leader, my role is people centred. So, human-centred design lies at the heart of my responsibility. Design thinking enables me to consider the perspectives of various stakeholders – students, parents, and teachers – when making decisions.

By focusing on these diverse viewpoints, I can find user-centred solutions that are tailored to the specific needs and experiences of our school community. This has been invaluable for crafting policies and programmes that better serve everyone.

“My belief in design thinking has strengthened, driven by the realisation that it’s not just a tool for classroom activities; it’s a mindset that shapes the way we approach challenges

Nah Hong Leong

Jurong Pioneer Junior College

JPJC embarked on the Learning by Design programme in 2021 and 2022 with the aim of embedding design thinking into learning experiences. One of our big successes was providing students with opportunities to participate in various external competitions. One of them was a biomimicry competition, where they explored how nature-inspired ideas can address some of today’s most pressing issues. These real-world problem-solving opportunities – supported by industrial practitioners – helped create a bridge between classroom learning and practical applications.

I saw how teamwork made the learning experience more practical and meaningful. It helped students develop essential skills such as creative problem solving, resilience, and the ability to collaborate effectively. These skills are highly relevant and align with the Ministry of Education’s 21st Century Competencies framework.

JPJC used the design thinking process to engage students and teachers in the redesign of a large classroom. They transformed the empty space (left) into “The Hub” (right) – a collaboration zone equipped with a writable wall as well as movable whiteboard partitions and furniture that supports team-based work. Photos by Ms Shirley Chan.

We have notably used design thinking to redesign some of our learning spaces. “The Hub” collaboration zone is a good example. This initiative was really hands-on. It deepened teachers’ understanding of design thinking and also reinforced its practical application. It fostered both innovation and collaboration, which was valuable for students and teachers.

An ongoing project is our JPJC Future Classroom Project. The ideas gathered from this prototype will feed directly into the design of our new JPJC campus classrooms as we prepare for our move in the coming years.

“Real-world immersion allows students to connect emotionally with the people they are designing for, which leads to more authentic learning experiences.”

Nah Hong Leong

Jurong Pioneer Junior College

“The Hub” is also well used by teachers for activities such as this leaders’ retreat. Photo by Ms Shirley Chan.

It’s important to cultivate an experimental culture so people are willing to take risks. This creates an environment where the team feels comfortable exploring new, uncharted territory. The willingness to go beyond traditional teaching practices is crucial for making design thinking effective.

It’s also essential to set clear end goals for students, so they have something to look forward to and work towards. Focusing the programme on an authentic project that engages real users gives students meaningful, hands-on experience. Finally, provide a platform for students to share their ideas.

JPJC students developing prototypes during a Learning by Design session. Photo by Mr Philip See Tho.

Teachers need to understand the value design thinking brings, but they also need the freedom to experiment with it. Make sure your programme is relevant so teachers can meaningfully infuse it into their lessons.

It’s important to assess the readiness of your teachers. Start small by introducing design thinking in areas where they feel comfortable. This could involve focusing on specific parts of the design thinking process, such as empathy-building or ideation, rather than trying to implement the entire framework at once

“By allowing teachers to experiment with design thinking in manageable steps, they can gradually build confidence without feeling constrained by a ‘purist’ approach.”

Nah Hong Leong

Jurong Pioneer Junior College

Remember that flexibility is key. Teachers who aren’t restricted by rigid structures are more likely to innovate, experiment, and find ways to effectively integrate design thinking into their lessons. Encouraging a culture of experimentation and iteration will help teachers feel more empowered to use design thinking in a way that enhances both their teaching and their students’ learning experiences.

In JPJC’s “Shark Tank” presentations, teams of students pitch their ideas to a panel as part of the design-thinking learning experience. The process helps them build their communication skills and confidence. Photo by Mr Philip See Tho.

Firstly, schools needs to consider how the Learning by Design initiative fits within the current school programme and supports the school’s strategic goals or key processes. Given the constraints schools often face, it’s important to prioritise resources effectively so the programme can benefit as many students as possible year after year.

Secondly, set clear goals by understanding from the outset how the programme aligns with your school’s specific objectives. These might be addressing learning gaps or enhancing particular skill sets, for example. This will make it easier to select the right partners and vendors.

Collaboration with other schools is another valuable strategy. Sharing resources, ideas, and best practices with schools that have similar goals can provide mutual support and help schools maximise the potential of the Learning by Design initiative. It can also foster a broader learning community.

Ultimately, for design thinking initiatives and the Learning by Design programme to thrive, you need buy-in from teachers and students. Encouraging collaboration, providing resources, and celebrating both small and big successes will help sustain momentum and foster a culture of innovation.