THESIS ON DESIGN THINKING PROCESS

AND ITS APPLICATIONS ON THE

NATIONAL EDUCATION POLICY 2020

by
RAMANAMMA DURRU
ME20B012, B.Tech Mechanical Engineering
IIT TIRUPATI

A thesis presented for the course of

Design Thinking (ID504L)

under the guidance of

LT GEN DR ANIL KAPOOR, AVSM, VSM, RETD

The Design Thinking Process

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 Design thinking is a human-centered approach to innovation that draws from the designer’s
toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business
success. Over the past decade, design thinking has evolved considerably, particularly about innovation
within design and business sectors. Despite this sharp rise in popularity, there remains a limited
understanding of how design thinking is applied in practice and little empirical investigation into this
subject. Without this understanding, further informed application and development of the approach will
be hampered.

Design thinking is a non-linear and iterative process to solve problems innovatively and
creatively. It was initially used to teach engineers how to approach problems creatively. It aims to
achieve practical solutions and results that are technically feasible, economically viable, and desirable
for the user. The key principles of design thinking are user-centricity, collaboration, ideation,
experimentation, and implementation.
The design-thinking framework follows an overall flow of 1) understanding, 2) exploring, and
3) materializing. Within these larger buckets fall the 6 phases: empathize, define, ideate, prototype, test,
and implement.

The empathize phase of design thinking is where the designers try to understand their users’
perspectives, needs, and problems by observing and engaging with them in their natural environment.
The goal of this phase is to gain a deep and empathic understanding of the people they are designing
for and to avoid making assumptions based on their own biases or preconceptions. Some methods they
can use to empathize with their users are observation, interview, photo or video study, and empathy

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map. The empathize phase is an essential part of the design thinking process, as it helps the designers
create solutions that are relevant, meaningful, and user-centered. By empathizing with their users, they
can discover their latent needs, desires, and values and design for them accordingly.

The define phase is the second stage of the design thinking process, where the designers state
their users’ needs and problems in a human-centered manner. The goal of this phase is to establish a
clear idea of exactly which problem they will solve for the user and to shape this into a problem
statement that will act as their northern star throughout the design process. The define phase is based
on the information they have gathered during the empathize phase, where they have researched their
users’ needs, motivations, and challenges by observing and engaging with them. The define phase
involves organizing, analyzing, and synthesizing the data they have collected and identifying the main
insights, patterns, and opportunities for improvement.
The ideate phase is the third stage of the design thinking process, where the designers generate
ideas in sessions, such as brainstorming, worst possible idea, or SCAMPER. This phase aims to produce
as many ideas as possible to address a problem statement in a facilitated, judgment-free environment.
The ideate phase is based on the information gathered during the empathize and define phases, where
they have researched and stated their users’ needs and problems. The ideate phase helps the designers
expand the solution space, challenge assumptions, and explore different perspectives and possibilities.
The prototype phase is the fourth stage of the design thinking process, where the designers
create a tangible representation of an idea or solution that they can test with potential users and
stakeholders. The goal of this phase is to determine whether the design works as intended, solves the
user’s problem, and is user-friendly and intuitive. The prototype phase is based on the information
gathered during the empathize, define, and ideate phases, where they have researched, stated, and
generated ideas for their users’ needs and problems. The prototype phase allows the designers to bring
their ideas to life, test the practicability of the design, and learn from feedback and iteration. Some of
the methods they can use to create prototypes are bench model prototypes, fully functional rapid
prototypes, visual model prototypes, etc.

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 The testing phase is the fifth and final stage of the design thinking process, where the designers
evaluate their solution by giving it to real users and collecting their feedback. This phase aims to
determine whether the solution meets the users’ needs, solves the problem, and is user-friendly and
intuitive. The testing phase is based on the information they have gathered during the empathize, define,
ideate, and prototype phases, where they have researched, stated, generated, and built ideas for their
users’ needs and problems. The testing phase allows the designers to validate their solution, test its
usability, and learn from the results. Tests.

Applications of Design Thinking – Case Studies

Design thinking has inspired many human-centered products, from health to technology. Every
business, whether startups, large corporations, or nonprofit organizations, tries to understand its users'
needs and develop innovative ideas. Here are some of the best design thinking examples of products
and services that lead to success:

 Nike Air Zoom Pegasus – Design Thinking in Action

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Preamble:
In the ever-evolving landscape of athletic footwear, Nike remains steadfast in its
commitment to pushing the boundaries of innovation and delivering unparalleled performance
to athletes worldwide. As a leader in the industry, Nike recognizes the dynamic nature of sports
and the unique needs of athletes across various disciplines. This understanding forms the
cornerstone of Nike's philosophy as it embarks on the redesign of one of its most iconic running
shoes, the Air Zoom Pegasus.

Acknowledging the diverse community of runners, from seasoned professionals to

enthusiastic amateurs, Nike endeavors to elevate the running experience through a holistic and
empathetic design approach. The company embraces the principles of design thinking, placing
the runner at the center of the creative process. With a focus on understanding the nuanced
challenges faced by runners and the emotional highs associated with the sport, Nike aspires to
reimagine the Air Zoom Pegasus not merely as a shoe but as a companion that enhances the
joy, comfort, and performance of every run.

Aim:
Nike set out to redesign its iconic running shoe, the Air Zoom Pegasus, to meet the
evolving needs of runners and stay ahead in a competitive market. Nike aims to create a product
that not only meets the functional requirements of runners but also resonates with their
aspirations and passion for the sport. The goal was not just to improve the technical aspects of
the shoe but also to enhance the overall running experience for a diverse range of athletes.

Design Thinking Approach:

1. Empathy
Nike initiated the design thinking process by immersing its design team in the world of
runners. They conducted in-depth interviews with amateur and professional runners,
observed their training routines, and gathered insights into the challenges they faced. Nike
aimed to understand the emotional and physical aspects of running, including the varying
terrains and conditions in which athletes used the Pegasus.

2. Define
Based on the empathy stage, Nike defined the key challenges and opportunities for the new
Air Zoom Pegasus. This involved synthesizing user feedback to identify specific pain
points, such as discomfort during long runs, issues with breathability, and the need for
versatile performance across different running environments. The design team created
detailed user personas to guide the design process.

3. Ideate
Nike fostered a collaborative ideation process involving designers, engineers, and sports
scientists. The focus was on generating creative solutions to address the defined challenges.
Ideas ranged from innovative materials for enhanced breathability to new cushioning
technologies that catered to different running styles. The ideation phase encouraged
thinking beyond incremental improvements, pushing for transformative changes in the
design.

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 4. Prototype
Physical prototypes of the redesigned Air Zoom Pegasus were created to visualize and test
the proposed solutions. Nike explored materials with improved breathability, modified
midsole designs for better support, and experimented with different traction patterns for
various running surfaces. These prototypes allowed the design team to assess the
functionality and aesthetics of the proposed changes.

5. Test
Nike conducted extensive testing with real runners in diverse conditions. Athletes wore the
prototypes during training sessions and races, providing feedback on comfort, performance,
and overall satisfaction. Nike also collected data on factors such as impact absorption,
breathability, and durability. The testing phase was iterative, with adjustments made based
on both quantitative data and qualitative feedback from the running community.

Using insights from testing, Nike iterated on the design of the Air Zoom Pegasus. The
design team made adjustments to the midsole, upper materials, and other elements based on the
feedback received. This iterative process ensured that the final product was not only technically
superior but also aligned with the preferences and needs of the diverse running community.

Conclusion:
The redesigned Nike Air Zoom Pegasus was launched, incorporating innovative design
elements that addressed the identified challenges. The shoe not only provided enhanced
performance but also offered a more comfortable and enjoyable running experience. Nike's
commitment to understanding the user, iterating on designs, and incorporating cutting-edge
technologies exemplified the principles of design thinking in product innovation.

 Samsung – Design Thinking in Product Innovation

Preamble:
In an era defined by rapid technological advancements and dynamic consumer
preferences, Samsung, a stalwart in the realm of consumer electronics, faced the imperative of
not merely keeping pace but leading innovation. The company recognized the critical

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intersection of user experience and technological evolution and embarked on a transformative
journey fueled by design thinking principles.
This case study delves into Samsung's strategic application of design thinking in the
pursuit of innovation, product excellence, and an unwavering commitment to meeting the
evolving needs of its global audience.

Aim:
The aim of Samsung in implementing the design thinking process is to go beyond
traditional product development approaches. By prioritizing user-centricity, fostering
innovation, and remaining agile in response to market dynamics, Samsung seeks to create
products that not only meet the functional requirements but also resonate with the emotions and
preferences of its diverse global audience.

Design Thinking Approach:

1. Empathy
Samsung initiated the design thinking process by gaining deep insights into user
experiences. They conducted ethnographic research and user interviews and observed
consumer behaviors to understand the evolving needs and preferences of their target
audience. This empathetic approach aimed to uncover pain points and identify
opportunities for improvement in various product categories.

2. Define
Based on the empathy stage, Samsung defined the key challenges and opportunities in the
consumer electronics market. They identified themes such as the demand for seamless
connectivity, a desire for intuitive user interfaces, and the need for sustainable product
design. The definition phase set the stage for a targeted and user-focused innovation effort.

3. Ideate
Samsung fostered a culture of creativity and collaboration within its design and engineering
teams. Cross-functional teams engaged in brainstorming sessions to generate innovative
ideas for product features, user interfaces, and design elements. The ideation phase
encouraged thinking beyond incremental improvements, pushing for groundbreaking
concepts that aligned with user expectations.

4. Prototype
Samsung developed prototypes of the proposed innovations to visualize and test their
concepts. These prototypes included physical models, digital mock-ups, and interactive
demonstrations of new features. The prototyping phase allowed Samsung to assess the
feasibility and user acceptance of their ideas before full-scale production, reducing the risk
of investing in concepts that might not resonate with consumers.

5. Test
The prototypes underwent rigorous testing with real users in different markets. Samsung
conducted usability tests, gathered feedback through surveys, and closely monitored user
interactions with the prototypes. The testing phase was iterative, enabling Samsung to
refine product designs based on user preferences, ensuring that the final products would be
well-received in the market.

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 Using insights from testing, Samsung iterated on the design of its products. This
involved refining user interfaces, optimizing features for usability, and incorporating user
feedback into the final designs. The iterative approach allowed Samsung to continuously
improve its products and respond effectively to evolving consumer expectations in the fast-
paced technology industry.

Conclusion:
Samsung's commitment to design thinking and innovation resulted in a range of
successful products that resonated with consumers. Examples include smartphones with
advanced features, smart TVs with intuitive interfaces, and eco-friendly initiatives in product
design. By embracing design thinking, Samsung not only stayed competitive but also
strengthened its reputation as a leader in delivering innovative and user-centric technology
solutions.

Define and Ideate Phases of the Design Thinking Process Application

on the National Education Policy 2020

Preamble:
In the dynamic landscape of educational policy, the National Education Policy 2020 emerges
as a transformative framework, laying the foundation for a paradigm shift in the Indian education
system. Envisioned to address the evolving needs of a rapidly changing world, this policy delineates a
comprehensive vision that extends from early childhood to higher education. As the educational sector
grapples with multifaceted challenges, ranging from accessibility and quality to relevance and
inclusivity, there is a compelling need for innovative approaches in its formulation and execution.
Design thinking, a human-centered problem-solving methodology, offers a promising lens
through which the complexities of educational policy can be approached. Rooted in empathy,
collaboration, and iterative ideation, design thinking aligns with the overarching goals of the National
Education Policy 2020. This thesis undertakes a meticulous exploration of two pivotal phases within
the design thinking process — the "Define" and "Ideate" phases — and their application to the
nuanced terrain of educational policy.

Aim:
This thesis endeavors to systematically investigate and expound upon the application of design
thinking principles, specifically within the "Define" and "Ideate" phases, as catalysts for enhancing the
implementation and outcomes of the National Education Policy 2020 in the Indian educational
landscape. The primary aim is to scrutinize the synergies between design thinking methodologies and
the policy's objectives, probing how these innovative problem-solving approaches can augment the
policy development process and contribute to the realization of its overarching goals.

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 This thesis aims to explore how creative thinking, facilitated by various tools and collaborative
methods, can play a crucial role in crafting innovative policies that go beyond traditional educational
approaches. By examining examples of successful creative processes, the study aims to highlight the
importance of imaginative thinking in shaping policies aligned with the forward-looking goals of the
National Education Policy 2020.

Stakeholders:
1. Policy Makers and Implementers: Government Officials, education ministers, and
administrators involved in the formulation and implementation of the National Education
Policy 2020.
2. Educational Institutions: Schools, colleges, universities, and other educational organizations
affected by the policy changes.
3. Teachers and Educators: Professionals responsible for implementing the policies in the
classroom and directly influencing students.
4. Students: The primary beneficiaries of the education system who are directly impacted by
policy changes.
5. Parents and Guardians: Those responsible for the well-being and educational choices of
students, having a direct interest in policy outcomes.
6. Researchers and Academics: Scholars studying education policies contribute to the academic
discourse around the subject.

Target Audience:
1. Researchers and Academics: Individuals interested in the intersection of design thinking and
education policy, seeking to contribute to academic knowledge.

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 2. Educational Consultants: Professionals providing expertise to educational institutions and
policymakers on effective policy implementation.
3. Policy Advocates: Individuals and organizations advocating for progressive and inclusive
education policies.
4. Training and Development Specialists: Professionals involved in designing programs to train
educators and administrators on policy changes.
5. Students and Parents Associations: Groups representing the interests of students and parents,
advocating for a voice in policy discussions.
6. Government Officials: Those directly responsible for shaping and executing education
policies at various levels of government.

Design Thinking Process for National Educational Policy 2020 Thesis:

1. Empathize:
- Understanding Stakeholders: Conducted in-depth interviews, surveys, and observations
to empathize with the diverse stakeholders involved in the education ecosystem -
students, teachers, parents, policymakers, and community members.
- Mapping Experiences: Explored the daily experiences and challenges faced by
stakeholders to uncover nuanced insights into their needs, aspirations, and pain points
related to the NEP 2020.

2. Define:
- Identifying Key Challenges: Conducted in-depth interviews, surveys, and observations
to empathize with the diverse stakeholders involved in the education ecosystem -
students, teachers, parents, policymakers, and community members.
- Formulating Problem Statements: Developed clear problem statements grounded in
stakeholder perspectives, emphasizing areas such as curriculum implementation, teacher
training, and infrastructure development.

3. Ideate:
- Brainstorming Workshops: Facilitated collaborative brainstorming sessions with diverse
stakeholders to generate a wide range of creative ideas for addressing the identified
challenges.
- Concept Mapping: Organized and clustered ideas to form coherent concepts, ensuring
alignment with the principles and goals outlined in NEP 2020.
4. Prototype:
- Designing Pilot Programs: Created prototype initiatives based on ideated concepts,
focusing on tangible, small-scale interventions to test feasibility and gather feedback.
- Developing Educational Materials: Designed sample educational materials, teacher
training modules, and assessment tools that align with NEP 2020's emphasis on holistic
development.

5. Test:
- Pilot Implementation: Rolled out the prototype initiatives in select schools and
communities, closely monitoring their impact on stakeholders and the education
ecosystem.
- Collecting Feedback: Conducted surveys, interviews, and focus groups to gather
qualitative and quantitative feedback from participants, refining the prototypes based on
real-world testing.

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Define Phase:
Understanding Stakeholders:
In the "Define" phase, extensive efforts were directed toward understanding the diverse set of
stakeholders involved in the education ecosystem. This encompassed students, teachers, parents,
policymakers, and community members. Through interviews, surveys, and observations, a
comprehensive picture emerged, capturing the unique needs, challenges, and aspirations of each group.
This empathetic exploration laid the foundation for framing the subsequent research questions and
informed the direction of the study.

Identifying Key Challenges:

Synthesizing the rich data gathered during the empathy phase, the research team identified key
challenges embedded within the NEP 2020 framework. This involved categorizing issues related to
curriculum implementation, teacher training, infrastructure development, and the overarching goal of
holistic student development. Each challenge was meticulously defined, taking into account the nuances
and varied perspectives revealed during the empathetic research.

Formulating Problem Statements:

The "Define" phase culminated in the formulation of clear and succinct problem statements. These
statements encapsulated the essence of the challenges identified, providing a roadmap for the
subsequent phases of the design thinking process. These problem statements served as guiding beacons,
ensuring that the focus remained on addressing tangible issues grounded in the realities of stakeholders.

Ideate Phase:
Brainstorming Workshops:
Building on the insights gained during the "Define" phase, the "Ideate" phase kicked off with
collaborative brainstorming workshops. Stakeholders, including educators, policymakers, and
community representatives, came together to generate a diverse array of creative ideas. The goal was to
foster an open and innovative mindset, encouraging participants to think beyond conventional
boundaries and envision novel solutions aligned with the principles of NEP 2020.

Concept Mapping:
Ideas from the brainstorming sessions were meticulously documented and organized through concept
mapping. This process involved grouping related ideas, identifying patterns, and clustering concepts
that resonated with the overarching goals of NEP 2020. Through this visual representation, the research
team could distill a set of coherent and actionable concepts, laying the groundwork for the subsequent
prototype development.

Aligning with NEP 2020 Principles:

During ideation, a critical lens was applied to ensure that the generated concepts aligned seamlessly
with the principles outlined in NEP 2020. This alignment was not only essential for the success of the
proposed interventions but also ensured that the recommendations were in harmony with the broader
vision of transforming the education landscape in India.

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Problem Statements & Potential Solutions
During the Empathy stage of our analysis of the National Education Policy (NEP) 2020, we identified
the following primary challenges, highlighting critical problem areas:

Challenges & Risks arising from NEP2020 for Primary School Students
1. Multilingual Education and Implementation
Challenge: Implementation of a three-language formula for multilingual education may pose
difficulties for young learners to grasp multiple languages effectively.
Risk: Confusion and hindrance in the acquisition of basic literacy and numeracy skills due to
linguistic challenges.
Question: How can we ensure smooth multilingual education implementation and support
primary students in effectively learning multiple languages while maintaining focus on
foundational skills?
Potential Solution: To address the challenge of implementing a three-language formula for
multilingual education, a comprehensive approach is necessary. Firstly, pedagogical strategies
should focus on making language learning enjoyable and interactive. Utilizing storytelling,
games, and culturally relevant materials in each language can engage young learners.
Additionally, training teachers to use inclusive and multilingual teaching methods will be
pivotal.

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 2. Integration of Early Childhood Care and Education (ECCE)
Challenge: Integrating early childhood education into primary schooling may require
adjustments and alignment to the specific needs and developmental stages of young learners.
Risk: Inadequate attention to the unique learning and developmental requirements of early
childhood education within the primary school system.
Question: How can we effectively integrate early childhood education into primary schools,
ensuring a seamless and developmentally appropriate educational experience for young
learners?
Potential Solution: To effectively integrate early childhood education into primary schools, a
nuanced and developmental approach is essential. First and foremost, a curriculum tailored to
the unique needs of early learners should be designed, incorporating play-based learning,
hands-on activities, and social-emotional development. Teachers should receive specialized
training to understand and cater to the developmental milestones of young children.
Collaborative planning between ECCE specialists and primary school educators can ensure a
seamless transition, with an emphasis on continuity and progression.

Challenges and Potential Risks Arising from NEP 2020 for High School Students

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 GER in Higher Education (2014-15, 2018-19)

1. Integration of Vocational Education

Challenge: Integrating vocational education within the high school curriculum may require
adjustments and alignment with traditional academic subjects.
Risk: Balancing academic rigor with vocational skills, ensuring students gain holistic
knowledge and competencies.
Question: How can we effectively integrate vocational education into the high school
curriculum to provide a well-rounded education and skill development as envisioned by NEP
2020?
Potential Solution: To effectively integrate vocational education into the high school
curriculum, a holistic and flexible approach is crucial. Firstly, curriculum designers should
collaborate with industry experts to identify relevant vocational skills and align them with
academic subjects, creating a seamless integration that enhances the overall educational
experience. Offering students a variety of vocational courses and allowing them to choose based
on their interests and aptitudes can foster engagement.

2. Academic and Examination Reforms

Challenge: Adjusting to changes in examination patterns, formats, and assessment methods, as
suggested by NEP 2020, may require modifications in study strategies and preparation
approaches.
Risk: Potential stress and anxiety due to unfamiliar assessment formats and the need for
continuous evaluation, affecting academic performance and mental well-being.
Question: How can we assist high school students in acclimating to new examination patterns
and assessment methods while managing stress and ensuring optimal performance, as
advocated by NEP 2020?
Potential Solution: Acclimating high school students to new examination patterns and
assessment methods necessitates a supportive and adaptive framework. Firstly, an extensive
communication strategy should be implemented, providing clear information and resources
about the changes to students, parents, and educators. Offering preparatory workshops and
practice assessments in the new formats can help students become familiar with the evaluation
methods, reducing anxiety.

3. Broadened Subject Choices and Specialization

Challenge: Adapting to a wider array of subject choices and the need for early specialization
can be overwhelming for high school students.
Risk: Difficulty in making informed decisions regarding subjects and specialization at an early
stage, potentially impacting future career choices.
Question: How can we provide adequate guidance and resources to help high school students
make informed decisions about subjects and specializations in line with NEP 2020?
Potential Solutions: To address the challenge of adapting to a broader range of subject choices
and early specialization, a comprehensive guidance and support system is essential. Firstly,
schools should establish robust career counseling programs that engage students from an early
stage. This involves providing information about various subjects, career paths, and the
implications of early specialization. Interactive workshops, career fairs, and guest lectures from
professionals can offer real-world insights, aiding students in making informed decisions.

Challenges & Risks Arising from NEP2020 for College-Going School Students
1. Multidisciplinary Approach and Curriculum Overhaul
Challenge: Adapting to a more flexible, multidisciplinary approach may require a significant
shift in mindset and academic approach for university students.

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 Risk: Difficulty in selecting the right combination of subjects and courses due to the extensive
range of choices available, potentially impacting academic progression and specialization.
Question: How can we support university students in navigating and making informed choices
within a multidisciplinary framework, aligning with the objectives of NEP 2020?
Potential Solution: To assist university students in navigating the challenges of a
multidisciplinary approach, a holistic support system is essential. Firstly, universities should
establish comprehensive academic advising programs that guide students in selecting the right
combination of subjects based on their interests and career goals. Providing clear and accessible
information about course options, potential career pathways, and the flexibility of the
curriculum is crucial.

2. Research and Innovation Emphasis

Challenge: Shifting the focus towards research, innovation, and critical thinking may require
additional support and guidance to develop these skills effectively.
Risk: Difficulty in transitioning from traditional rote learning to research-oriented, analytical
thinking, potentially affecting the quality of research and innovation.
Question: How can we facilitate a smooth transition to a research-oriented approach and foster
a culture of innovation among university students in alignment with NEP 2020 objectives?
Potential Solution: To facilitate a smooth transition to a research-oriented approach and foster
a culture of innovation, universities must provide targeted support. Firstly, universities should
implement training programs to develop research and critical thinking skills, incorporating
these into the curriculum from the early stages of undergraduate education. Creating dedicated
research centers and labs where students can engage in hands-on projects under the guidance
of experienced researchers can enhance the practical application of theoretical knowledge.

Problem Statements & Potential Solutions

Resistance to Paradigm Shift

- Obstacle: Traditional teaching methods and mindsets may resist the shift towards student-centered
learning.
- Risk: Slow adoption and limited impact on holistic development.
- Question: How can we help students, teachers, and parents understand the benefits of student-
centered learning to overcome resistance and embrace the shift from traditional teaching methods?
- Solution: Launch awareness campaigns and interactive workshops for students, teachers, and
parents, showcasing success stories and empirical evidence of improved outcomes from student-
centered learning, fostering a collective understanding and enthusiasm for the paradigm shift.

Lack of Teacher Training

- Obstacle: Teachers may not be adequately trained to facilitate holistic development.
- Risk: Ineffective implementation and missed opportunities for students.
- Question: What specific training programs can be implemented to ensure that teachers are well-
prepared to support holistic development in students?
- Solution: Implement comprehensive professional development programs that blend theoretical
knowledge with practical strategies for holistic development, incorporating modules on student
engagement, emotional intelligence, and innovative teaching methodologies.

Infrastructure and Resource Gaps

- Obstacle: Insufficient facilities and resources for experiential learning and creative thinking.
- Risk: Unequal access and limited scope for holistic development.
- Question: How can we address the resource and infrastructure gaps in schools and colleges to create
environments that facilitate experiential learning and creative thinking?

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 - Solution: Advocate for increased educational funding, allocate resources strategically, and
implement public-private partnerships to bridge infrastructure gaps, ensuring equitable access to
modern facilities and materials that promote experiential learning and creative thinking.

Standardized Testing Pressure

- Obstacle: High-stakes exams may continue to prioritize rote memorization over critical thinking.
- Risk: Undermining holistic development goals.
- Question: What strategies can be put in place to reduce the pressure of standardized testing and
encourage educators to focus on nurturing critical thinking skills?
- Solution: Implement alternative assessment methods that emphasize critical thinking, project-based
evaluations, and continuous feedback to shift the focus from rote memorization to holistic skill
development.

Parental Expectations
- Obstacle: Parents may resist changes in the education system and continue to prioritize exam scores.
- Risk: Pressure on students to conform to old standards.
- Question: How can we engage parents in the education reform process and help them understand
the value of holistic development over just exam scores?
- Solution: Foster parental engagement through workshops, informative sessions, and communication
channels that highlight the benefits of holistic education, emphasizing skills development alongside
academic achievements.

Bureaucratic Challenges
- Obstacle: Government bodies and institutions may face challenges in implementing new policies
and practices.
- Risk: Delayed progress and inconsistent implementation.
- Question: What steps can be taken to streamline the implementation of new education policies and
ensure consistency across institutions and regions?
- Solution: Establish a collaborative framework involving government bodies, educational
institutions, and regional stakeholders to streamline policy implementation, ensuring effective
communication and consistency in execution.

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Digital Transformation and Inclusive Education
- Obstacle: Resistance to the shift from traditional to online education due to entrenched teaching
methods and unequal digital access.
- Risk: Slow adoption of online platforms and a widening digital divide, hindering the policy's vision
of inclusive and equitable education.
- Question: How can we overcome resistance, ensure a smooth digital transition, and bridge the digital
divide to realize NEP 2020's goal of inclusive and quality education through online means?
- Solution: Invest in infrastructure, provide training for educators, and create awareness campaigns to
overcome resistance, promote a smooth transition to online platforms, and address the digital divide,
ensuring equitable access to quality education.

Assessment and Evaluation Methods

- Obstacle: Developing effective assessment tools for holistic development can be challenging.
- Risk: Inaccurate measurement of progress.
- Question: How can we develop fair and effective assessment methods that measure holistic
development accurately without relying solely on exams?
- Solution: Implement a diversified assessment approach, combining traditional exams with project-
based evaluations, portfolios, and peer assessments, ensuring a comprehensive measurement of holistic
development while accommodating varied learning styles.

Inequality in Access
- Obstacle: Socio-economic disparities can limit access to quality education and holistic development
opportunities.
- Risk: Perpetuating inequality and leaving some students behind.
- Question: What initiatives can be launched to bridge the gap in educational access and resources,
especially for students from disadvantaged backgrounds?
- Solution: Initiate scholarship programs, community outreach projects, and public-private
partnerships to provide equal access to educational resources, facilities, and opportunities, aiming to
break socio-economic barriers and ensure inclusivity.

Resistance to Ethical Education

- Obstacle: Some stakeholders may resist the inclusion of ethics and values in education.
- Risk: Missing the opportunity to nurture responsible citizens.
- Question: How can we create a curriculum and teaching approach that effectively incorporates ethics
and values into education while addressing potential resistance?

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 - Solution: Design a curriculum that integrates ethics and values seamlessly into subjects, emphasizing
real-world applications. Engage stakeholders through dialogues, workshops, and awareness campaigns,
demonstrating the long-term benefits of ethical education in shaping responsible and empathetic
citizens.

Alignment with Global Best Practices

- Obstacle: Adapting global best practices to local contexts may be challenging.
- Risk: Missed opportunities for innovation and growth.
- Question: What strategies can be employed to adapt global best practices to local contexts and
ensure they positively impact our education system without losing their essence?
- Solution: Conduct thorough research to understand the local context, involving educators,
policymakers, and communities in the adaptation process. Develop a phased implementation plan that
gradually incorporates global best practices, allowing for feedback and adjustments to align with the
unique needs of the local education system.

Conclusion:
Exploring the National Education Policy (NEP) 2020 through the lens of design thinking has
illuminated a transformative pathway towards redefining educational practices in India. The journey
through the design thinking process—empathizing with stakeholders, defining key challenges, ideating
innovative solutions, and prototyping actionable initiatives—reveals a nuanced understanding of the
intricate dynamics within the educational landscape.
The "Define" phase unraveled the multifaceted challenges, ranging from resistance to paradigm
shifts to resource and infrastructure gaps. Through a meticulous exploration of stakeholders'
perspectives, we identified problem statements that became the compass guiding subsequent efforts.
The "Ideate" phase then emerged as a crucible of creativity, where diverse minds converged to envision
solutions aligned with the principles of NEP 2020. Concepts were mapped, refined, and conceptualized,
ensuring that each idea resonated not only with the identified challenges but also with the broader goals
of holistic education.
References:
1. https://medium.com/the-nudgelet/behaviourally-designed-how-airbnb-uses-design-thinking-
for-better-outcomes-1575f704a7ff

2. https://www.linkedin.com/pulse/ibms-design-thinking-journey-isaak-ramsey/

3. https://www.bbva.com/en/airbnb-design-thinking-success-story/

4. https://www.nngroup.com/articles/design-thinking/

5. https://designthinking.ideo.com/

6. https://www.dukece.com/insights/how-nike-uses-design-thinking-develop-talent/

7. https://medium.com/@dharam123.123/how-nike-uses-design-thinking-to-develop-talent-
d24ed7d2b6c0

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8. https://www.technologyreview.com/2023/02/09/1067821/design-thinking-retrospective-
what-went-wrong/

9. https://shaynam85.medium.com/6-companies-that-have-successfully-applied-design-
thinking-2d8bddf4e9e2

10. https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-
so-popular

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