Design thinking y competencias profesionales en educación superior: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.24125634Palabras clave:
design thinking, aprendizaje colaborativo, competencias profesionales, educación superior, innovación educativaResumen
La formación universitaria requiere experiencias pedagógicas que vinculen el conocimiento disciplinar con la capacidad de colaborar, formular propuestas y responder a los problemas del entorno profesional. En este contexto, el design thinking ha adquirido relevancia por integrar la comprensión de las necesidades humanas, la ideación colectiva y la experimentación en procesos de aprendizaje contextualizados. La investigación tuvo como objetivo analizar la evidencia científica sobre la contribución del design thinking al aprendizaje colaborativo y al desarrollo de competencias profesionales en estudiantes universitarios, considerando las estrategias de implementación, las condiciones pedagógicas y los procedimientos de evaluación. Para ello, se desarrolló una revisión sistemática de enfoque descriptivo e integrador, cuya presentación siguió las recomendaciones de PRISMA 2020 con el fin de favorecer la transparencia en la identificación, selección y síntesis de las publicaciones. Los hallazgos sugieren que el design thinking contribuye al trabajo en equipo, la creatividad y la resolución conjunta de problemas, mediante el intercambio de perspectivas y la elaboración de propuestas susceptibles de mejora. Estas contribuciones se relacionaron con la mediación docente, la organización de responsabilidades y las oportunidades de retroalimentación. Se concluye que el design thinking ofrece posibilidades para articular la colaboración con la formación profesional cuando existe coherencia entre los objetivos educativos, las actividades y la evaluación. Sin embargo, la diversidad metodológica de los estudios limitó la comparación y la generalización de los resultados.
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