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Contextualising Design Thinking in South African High Schools: The D+NQ Model for Empowering Design Education

Anriët van Deventer, Sakhiseni Joseph Yende,

Department of Language Education, Arts and Culture, School of Teacher Education, College of Education, University of South Africa, Pretoria, Gauteng, South Africa

Abstract

Design Education teachers in South Africa face persistent challenges in effectively teaching the design process within the Further Education and Training (FET) Band (Grades 10–12). These challenges include limited pedagogical resources, conceptual misunderstandings of design thinking, and difficulties in translating curriculum expectations into practical, learner-centred classroom activities. This study develops the Van Deventer D+NQ Model to support teachers in addressing these challenges and improving the teaching of design thinking in schools. The study is informed by Design Thinking as a conceptual framework and Self-Determination Theory, which explains how learner motivation, autonomy, and engagement are enhanced through meaningful and structured learning experiences. A qualitative research design was adopted, using interviews, classroom observations, and document analysis to explore teachers’ experiences and interpretations of the design process. Participants were selected from Design Education classrooms, and data were analysed thematically to identify patterns in teaching practices and curriculum implementation. Ethical clearance was obtained, and informed consent was secured from all participants to ensure confidentiality and voluntary participation. The findings indicate that many teachers struggle with uncertainty in interpreting curriculum requirements and often rely on traditional, content-heavy approaches that limit creativity and learner engagement. The D+NQ Model was found to provide a clear, structured, and flexible framework that supports teachers in guiding learners through key stages of design thinking, including empathy, ideation, prototyping, and reflection. It also enhances learner participation, creativity, and confidence. The study concludes that the D+NQ Model bridges the gap between curriculum theory and classroom practice, offering a practical tool for improving Design Education in diverse, resource-constrained learning environments while promoting an innovative, learner-centred pedagogy.

Keywords: Design education; curriculum development; design thinking; educational design research, design process, D+NQ Model

How to cite this article: Van Deventer, A., & Yende, S. J. (2025). Contextualising design thinking in South African high schools: The D+NQ model for empowering design education. African Perspectives of Research in Teaching and Learning, 10(2), 225-241.

DOI: https://doi.org/10.70875/v10i2article2      

Date published: 12 May 2026