This paper explores the transformative role of Design Thinking in Education, exploring its evolution and practical applications. In the face of technological advancements and shifting job landscapes, Design Thinking emerges as a vital tool to align Education with societal changes. Drawing from global examples, such as Denmark and China, where Design Thinking is integrated into Education and policies, the article assesses its impact on modern learning. Through a literature review, the advantages, challenges, and practical applications of Design Thinking in diverse Educational settings are examined. Trustworthy sources, including scholarly papers and research reports, inform a comprehensive research framework. The findings emphasize Design Thinking’s capacity to advance Educational processes by fostering critical Thinking, creativity, and collaboration. Rooted in domains like industrial Design and architecture, Design Thinking enhances problem-solving and empathy, and is grounded in understanding subjects, user needs, and environments. In conclusion, the paper underscores Design Thinking as a catalyst for nurturing critical Thinking, creativity, and teamwork in Education. It highlights the significance of collaborative skills and feedback in enhancing Design quality, showcasing Design Thinking’s potential in addressing complex issues and promoting individual development. Design Thinking aims to innovate and effectively address complex issues by analyzing problems precisely. The article emphasizes teamwork’s significance in Design Thinking, as collaborative skills, ideas, and perspectives enhance Design quality. Evaluation and feedback further enhance progress and efficiency. In conclusion, the article highlights the capacity of Design Thinking the paper highlights the significant role of Design Thinking in promoting required skills in the Education realm.

Introduction: Basic science courses have a special place on the curriculum of medical sciences. It is necessary to make effective changes in the Educational approaches related to these courses. Accordingly, the purpose of this study is to determine the components of Design Thinking in basic science Education using a meta synthesis approach. Methods: The research method in this study is meta-synthesis, which was compiled using the 7-step approach of Sandelowski and Barroso. The statistical population includes all the researches related to the subject from 2012 to 2021, which were systematically searched from the databases of english publications, using the keywords: Design Thinking and Sciences, Design Thinking and Pedagogy, Design Thinking and Basic Sciences, Design Thinking and Education, and by observing the entry and exit criteria, was examined and out of the total of 128 researches identified, 8 documents were analyzed with Corbin’s and Strauss three-step coding method. Result: The most important components of Design Thinking approach in basic science Education can be compiled in the form of a model with 5 main categories, 11 categories and 37 concepts, which main categories include emotional, learning, cognitive, social and deterrence characteristics. Conclusion: It is expected that the findings of this study will be used for medical Education planners in order to organize the teaching process of basic science courses and the Educational principles will be developed according to the capacity of the Design Thinking approach.

Dear editor: Medical innovations and healthcare solutions have become more of rising growth in medicine and healthcare. The recent development of the Internet of Things has evolved connectivity and transformed communication and collaboration among healthcare professionals. Threedimensional printing in healthcare has also increased productivity and reduced labor costs. However, remote patient monitoring and care have changed the perspective of how healthcare can be accessed. Therefore, technological advancements in medicine have provided innovative solutions to complex problems using an end-user approach by prototyping, testing, and being empathy-driven (1). Consequently, solving medical-centered problems requires a form of accessing problems and driving industrial innovations...

The fields of Psychology - in general – and Educational Psychology - in particular - have a great deal to offer architectural educa-' tors and students in their search for training and becoming a better problem-solver and Designer. Understanding the human nature of Thinking and reasoning mechanisms, as the central issue of the Design process, makes the major content in this article. This article reviews the subject of "Thinking" and all related categories of: "types", "modes", and "styles" of Thinking with respect to Design. The subject of "interactive" model of Thinking and Design process, as the most comprehensive model of Thinking, has been introduced in this article. For this purpose, the Iowa State University's "Complex Thinking Processes" model - which defines an interaction between "Content/Basic", "Critical", and "Creative" Thinking - is integrated with a proposed model for Design methodology - which introduces an interaction between three stages of "Understanding", "Idealizing", and "Presenting". At the end, some Educational recommendations have been made in an attempt to set an Educational methodology for Architectural Design Education.

Generally, Design Thinking has been defined as an analytic and creative process so that it provides opportunities for experience, creation, receiving comments, and reDesigning. Design Thinking is linked to the fields such as architecture, industrial Designing and art and is also discussed in many disciplines. Among various proposed paradigms, emphasizing on the academic-Educational aspect and as one of its defined subcategories, Designerly Thinking is taken into account as a method based on reasoning which is related to teaching architecture. Due to the complex nature of both teaching and Design Thinking, their relation includes different delicacies. Although some studies have been conducted on Design Thinking as a type of Thinking, its consideration, inclusion and presence in teaching architecture have not yet been mentioned completely and clearly. The present paper aims at defining the contribution of Design Thinking in the mentioned discipline through dividing conventional and situation-based Thinking, and teaching introductory courses of architecture Designing as the basic Designing courses. To reach this aim, inference and content analysis of the results of the studies conducted on Design Thinking, teaching architecture Designing to have a better perception of the characteristics, process, and differences between the novices and connoisseurs together with using successful experiences are all necessary things in this discipline. By applying content analysis method (coding process and defining the principal categories) and deductive reasoning, we analyzed the authoritative studies and in order to consider indigenous Education and to enjoy the teacher’ s opinions, the teachers and scholars’ responses in this regard were analyzed in the completion of the research data. The results of the procedure were explained in three categories: knowledge development, type of statement of the problem and teaching how to reflect (in three branches of self-observance, self-monitoring and self-assessment). Implementation of each category is explained in eight stages and then, the strategies were evaluated by Designing a quasi-experimental study between the test and control groups from the students studying at the third semester of bachelor’ s degree in the field of architecture. The results are presented in form of three groups including the main strategy, Educational Designing and monitoring of teaching and assessment for teaching basic Designing courses which are significant to the researchers in the fields of teaching, architecture and Design Thinking.