VIRTUAL MADRID FOCUS ON PEDAGOGY
Abstract
As educational systems evolve to meet the demands of a rapidly changing world, there is increasing emphasis on developing student capabilities such as creativity, collaboration, adaptability, and complex problem-solving. Frameworks such as the University of Melbourne’s New Metrics for Assessment and the OECD’s Education 2030 initiative reflect a broader shift toward more holistic, future-focused approaches to learning, prioritising complex competencies that are less easily replicated by emerging technologies such as artificial intelligence. If schools are now expected not only to develop but also to assess these complex human capabilities, there is a corresponding need for pedagogical frameworks that can meaningfully support their development in classroom practice. Within this context, design thinking has gained attention as a potential framework for multidisciplinary project-based learning. This paper does not present empirical findings; rather, it proposes the need for further research into how design thinking can be integrated as a future skills-oriented framework within secondary education. The discussion is informed by ongoing, incidental interactions with high school teachers in Western Australia, which suggest strong interest in both design thinking and project-based learning, alongside uncertainty about how these approaches might be enacted in practice. In response, the paper argues that design thinking may offer a missing bridge between the aspiration to cultivate complex competencies and the practical realities of teaching and learning. It outlines a direction for future collaborative research with educators to explore how design thinking can function as a coherent, scalable pedagogical framework aligned with emerging assessment models.
Eko Pam is a researcher and designer with expertise in sustainable design practices, particularly for retail spaces. Holding a PhD in Spatial Design, her work bridges theory and application, emphasising sustainability in both academia and professional design. Eko’s research spans design thinking, service design, and spatial design, with contributions to publications, exhibitions, and conferences. Her interdisciplinary focus and collaborative projects highlight her commitment to integrating innovative, sustainable approaches into the built environment and design education.
Erica Mason is a Lecturer in Graphic Design and the Academic Chair for Design Thinking and Service Innovation at Murdoch University. She is also a committee member of the Australian Graphic Design Association (AGDA). As a designer, Dr Erica Mason investigates how design can be utilised as a critical tool to enhance societal systems, economic policies, natural environments, and the holistic connections between them. She believes design is a powerful force capable of improving the world without creating further problems for the future. Her research focuses on discovering new ways to innovate through this lens, and the outcomes of her work are embedded into the design curriculums at Murdoch University. Through this approach, she ensures that emerging designers are equipped with the most forward-thinking methods and mindsets to lead innovation in design on a global scale.