Here are some examples of how Design Thinking can be applied across various subject areas:

Science

Problem definition: Plants in the classroom are not growing well and often die.

1. Who has a problem? 

The class and teacher want healthy plants but don’t know why they fail.

• Pupils observe the plants and talk about what they notice.
• Discuss why plants might be important for the classroom environment. 

2. What exactly is the problem? (Define) 

The plants may not be getting the right amount of water, light, or nutrients.

• Pupils ask questions: How often are plants watered? How much light do they get?
• Write observations on the board. 

3. What can we think of helping? (Coming up with ideas)

Now the pupils get to be creative! We come up with as many ideas as we can to help.

• Brainstorm ideas: reminder system, self-watering pots, moving plants closer to light.
• Pupils draw and explain their ideas 
• Discuss each other’s plans, together we choose one idea from all the proposals.

4. Make an example of the idea (Prototypes)

We are going to make a model or example of our idea. It doesn’t have to be perfect yet. Students will work in small groups. Crafting with paper, cardboard, LEGO, clay, valuable free material

• Build a model of a self-watering plant pot using bottles or recycled materials.

5. Show it and improve it (Testing and improving)

We show our idea to the problem owner person and ask: does this help? Each group shows how it would work and presents it to the class.

• Try the solution with a real plant.
• Observe changes and improve the design if needed.

6. The teacher and the class give feedback. 

Adjustments to the idea if necessary are made.

Learning focus: scientific observation, experimentation, cause and effect.

Math

Problem definition: Pupils find it difficult to understand division with remainders.

1. Who has a problem? 

Students feel confused and frustrated during math lessons.

• Teacher discusses how pupils experience division problems. 

2. What exactly is the problem? (Define) 

Division feels abstract and hard to visualize.

• Identify where learners get stuck. 

3. What can we think of helping? (Coming up with ideas)

• Brainstorm ideas: games, visual aids, real-life examples (sharing food, toys).
• Pupils suggest creative tools.

4. Make an example of the idea (Prototypes)

• Create a hands-on division game using blocks, counters, or paper circles.

5. Show it and improve it (Testing and improving)

• Try the game in class.
• Pupils give feedback and adjust the rules or materials.

6. The teacher and the class give feedback. 

• Adjustments to the idea if necessary are made.

Learning focus: problem-solving, logical thinking, hands-on math.

Environmental Studies

Problem definition: There is too much waste on the school playground.

1. Who has a problem? 

The school community is affected by litter.

• Pupils observe the playground and discuss how it looks and feels.
• Discuss why is it bad that the schoolyard is full of litter? 

2. What exactly is the problem? (Define) 

Waste is not sorted properly, and bins are unclear or missing.

• Pupils ask questions and identify where and what kind of waste is found.
• Write observations on the board. 

3. What can we think of helping? (Coming up with ideas)

• Brainstorm: better bins, signs, campaigns, rewards.
• Pupils sketch ideas

4. Make an example of the idea (Prototypes)

Students are going to make a model or example of our idea. Crafting with paper, cardboard, LEGO. clay, valuable free material

• Design a new recycling bin, posters, or a simple awareness campaign.

5. Show it and improve it (Testing and improving)

Students show their idea to the problem owner person and ask: does this help? Each group shows how it would work and presents it to the class.

• Present ideas to other classes or try them on the playground.
• Gather feedback and improve.

6. The teacher and the class give feedback. 

Adjustments to the idea if necessary are made.

Learning focus: sustainability, responsibility, real-world problem solving.

Art

Problem definition: The classroom walls feel empty and unwelcoming.

1. Who has a problem? 

Students want a nicer, more inspiring classroom.

• Discuss how the classroom environment affects mood and learning.

2. What exactly is the problem? (Define) 

There is no visual identity or artwork representing the class.

• Decide what the classroom should express 

3. What can we think of helping? (Coming up with ideas)

• Brainstorm murals, exhibitions, themed artwork.
• Pupils draw ideas and explain their concepts.

4. Make an example of the idea (Prototypes)

• Create small-scale versions or sketches of the artwork.

5. Show it and improve it (Testing and improving)

• Class discusses designs, gives feedback, and improves before creating the final artwork.

6. The teacher and the class give feedback. 

Adjustments to the idea if necessary are made.

Learning focus: creativity, visual communication, collaboration.

Why This Works

• Starts from real problems
• Encourages empathy and teamwork
• Connects learning to meaningful, real-life situations
• Fits naturally into any subject

This makes learning active, engaging, and purposeful.