Design Thinking in ETHIKAS Project

1 Basic Information

Method Title: Design Thinking in ETHIKAS
Author / Organisation: ETHIKAS project consortium
Country: European / transnational
Theme / Topic: Entrepreneurship; digital and innovative teaching approaches; inclusion of disadvantaged groups

Keywords / Tags: design thinking, entrepreneurship, innovation, empathy, prototyping, user-centred learning, migrant women, social entrepreneurship

 

2 Overview

Short Description:
Design Thinking in ETHIKAS is a human-centred, visual and iterative method used to develop entrepreneurial ideas, test solutions, and support learning and mentoring. It helps learners and trainers identify real needs, generate ideas, prototype solutions, and refine them through feedback.

Purpose of the Method:
To support learners in developing entrepreneurial and innovative solutions through an empathetic, user-oriented and practical process that can also be used in training, mentoring and business development.

Learning Outcomes (Skills / Knowledge / Attitudes):

  • Participants understand the principles and phases of Design Thinking;
  • improve empathy, creativity, problem-solving and collaboration skills;
  • learn to investigate needs, generate and test ideas, and refine concepts;
  • and develop an open, iterative and solution-focused mindset.

 

3 Target Group

Young adults and adults, especially aspiring entrepreneurs, learners in entrepreneurship education, trainers and mentors, with relevance for disadvantaged groups such as migrant women.

Age Range:
16+
Group Size:
Small or medium groups (approximately 5–20 participants), but adaptable for individual work.

EQF Level:
EQF 3–5 (adaptable)

Required Prior Knowledge:
No advanced prior knowledge required. Basic communication and willingness to reflect, collaborate and test ideas are sufficient.

 

4 Practical Details

Duration:
60–120 minutes for an introductory workshop; longer if the full process is developed in depth.

Setting (online / offline / hybrid):
Offline, online or hybrid

Group Work / Individual:
Mainly group work, with individual reflection tasks

Materials / Tools Needed:
Whiteboard or flipchart, sticky notes, markers, large paper, templates, digital collaboration tools if online, and optional Design Thinking toolkits (e.g. persona, customer journey map, brainstorming, service safari, opportunity mind map).

 

5 Method Description (Step-by-Step)

Step 1:
Identify the challenge or opportunity. Explore the context, emerging needs and the real problem by observing, listening and gathering information from users or stakeholders.

Step 2:
Deepen empathy and investigate. Use interviews, stories, visual tools or mapping methods to understand users’ experiences, motivations and barriers.

Step 3:
Generate and develop ideas. Brainstorm possible solutions, organise insights visually, create concepts and select the most promising directions.

Step 4:
Test, refine and finalise. Prototype ideas in a simple way, gather feedback, iterate if needed, and move towards a viable solution, business idea or service concept.

 

6 Pedagogical Approach

Methods used:
Design Thinking process, empathy-based investigation, brainstorming, visual mapping, ideation, prototyping, feedback collection, iterative testing and reflection.

Why this approach is effective:
This approach is effective because it is human-centred, practical and visual. It helps participants identify the real problem, include multiple perspectives, co-create solutions, and adapt ideas based on feedback. It is especially useful in entrepreneurship and innovation because it reduces uncertainty and focuses on actual user needs.

 

7 Inclusion & Accessibility

How inclusion is ensured:
The method values multiple perspectives, collaboration and user participation. Its visual and practical tools support communication across different linguistic, educational and cultural backgrounds.

Adaptations for disadvantaged groups:

  • Use simple language, visual supports, role play and collaborative tasks;
  • allow more time for reflection;
  • provide examples from real life;
  • and adapt tasks to the experiences of migrant learners, low-skilled adults or participants with limited confidence in formal learning contexts.

 

8 Sustainability Aspect

Relevance to sustainability:
The method promotes sustainable problem-solving by encouraging participants to investigate real social needs, avoid wasteful solutions, test ideas before scaling, and develop responsible, user-oriented products, services or social-enterprise concepts.

 

9 Evaluation & Feedback

Evaluation methods:

  • Observation of participation,
  • Review of visual outputs and concepts,
  • Feedback discussions, prototype testing results,
  • and reflective questions on learning and improvement.

Tools used (self/peer/teacher):

  • Self-reflection,
  • Peer feedback,
  • Trainer observation and
  • User/stakeholder feedback.

10 Output / Result

Final Outcome:
A clarified problem statement, a user-informed concept or business idea, and a tested prototype or action direction that can be further developed.

 

11 Transferability

How can this method be adapted:
It can be adapted for entrepreneurship education, civic participation projects, social innovation, community problem-solving, digital learning, service development, and training with diverse adult learners. The depth, tools and examples can be adjusted to age, group size and context.

 

12 Additional Resources

Links / files / tools:

  • ETHIKAS “Design Thinking in ETHIKAS”;
  • ETHIKAS toolkit and eBook;
  • ServiceDigiCulture toolkit;
  • IBM Enterprise Design Toolkit;
  • IDEO Design Kit.