Older adults embrace design thinking
A feasibility study on blended learning formats
Bibliographic Data
| ID | 21537494 |
|---|---|
| Authors | Kathrin Inerle (0009-0001-5183-4238, University of Zurich, corresponding author), Sina Berger (0009-0002-2476-7882, Zurich University of Applied Sciences), Miriam Wallimann (0000-0002-0238-7187, University of Zurich), Zeynep Erden Özkol (0000-0003-2945-3890, Zurich University of Applied Sciences), Burcu Demiray (0000-0001-9933-6003, University of Zurich) |
| Year | 2025 |
| Pages | 1-17 |
| Publication date | 2025-08-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Gerontology (JOURNAL) |
| Journal identifiers | ISSN: 0360-1277 • E-ISSN: 1521-0472 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03601277.2025.2543921 |
| OpenAlex | W4413220415 |
| Language | EN |
| References cited | 32 |
Teaching design thinking methods is widely embraced in corporate settings to foster innovation, problem solving and entrepreneurial skills, but its impacts with older learners remain unexplored. This feasibility study offers a blended learning course on design thinking originally developed for businesses to older adults. It examines older learners’ learning experiences, skill acquisition, application to real-life projects, demands for individualization and improvement of the learning format. Five older learners (Mage = 64, one woman) participated in a 3-month blended learning course on design thinking. The course combined asynchronous e-learning with synchronous online and on-site group collaboration to develop and implement innovative project ideas. Semi-structured interviews conducted before, during, and after the course captured participants’ motivations, challenges, needs, and experiences. Qualitative data analyses identified key themes in participants’ learning journey. Participants actively engaged with innovation-related topics, showing strong preferences for applied, active and collaborative learning. While e-learning was valued for acquiring theoretical knowledge, participants preferred on-site sessions for applying concepts and tackling real-world projects. Their motivation stemmed from a desire to make a social impact through real-life projects. Challenges such as time constraints and the need for individualized support highlight areas for improving future educational programs. The findings indicate the potential of lifelong learning initiatives integrating innovative methods such as design thinking and practical application for older learners. These learning initiatives do not only enhance learning experiences, but also foster entrepreneurial skills and contribute to a positive societal impact of older learners
Blended Learning · Critical thinking · Educational technology · Mathematics education · Medical education · Multimedia · Pedagogy · Computer Science · Design Education and Practice · Medicine · Persona Design and Applications · Psychology · Technology Use by Older Adults
Creating and maintaining purpose in life in old age
Promoting physical activity and a healthy active lifestyle in community-dwelling older adults
Educational process in E-learning activity for elderly people
Lifelong learning activities for older adults
Gütekriterien qualitativer Sozialforschung
Design Thinking as a Means of Citizen Science for Social Innovation
E-Learning Design for Older Adults in the United States
Design Thinking for Social Innovation
Participation in learning and wellbeing among older adults
Rethinking Design Thinking
| Highly cited | No |
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