Design Thinking as Pedagogical Innovation in Foreign Language Education

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cris.sourceIdoai:journals.unwe.bg:article/1162
dc.creatorGrigorova, Marietaen
dc.date2025-12-22
dc.date.accessioned2026-09-24T23:19:10Z
dc.date.available2026-09-24T23:19:10Z
dc.descriptionDesign thinking in education transforms learners from passive receivers into active problem solvers. Teaching experiences in German as a foreign language reveal that this approach improves the students' vocabulary and grammar in creative, real-life tasks. Artificial intelligence technologies further assist these processes by allowing collaboration and personalisation. However, there are also drawbacks to this approach: one could be the adoption of incorrect language patterns, and another could be the increased burden on teachers' preparation. Aside from these setbacks, design thinking has great potential to enhance students' motivation, creativity, and critical thinking during learning.en
dc.formatapplication/pdf
dc.identifierhttps://yb.unwe.bg/index.php/yb/article/view/1162
dc.identifier10.37075/YB.2025.2.07
dc.identifier.urihttps://ds.e-dnrs.org/handle/123456789/1950
dc.languageen
dc.publisherAcademic Publishing UNWE (AP-UNWE)en
dc.relationhttps://yb.unwe.bg/index.php/yb/article/view/1162/1153
dc.rightsCopyright (c) 2025 Marieta Grigorova (Author)en
dc.rightshttps://creativecommons.org/licenses/by/4.0en
dc.sourceYearbook of UNWE; No. 2 (2025); 105-114en
dc.subjectDesign thinkingen
dc.subjectForeign language educationen
dc.subjectArtificial intelligenceen
dc.subjectInnovationsen
dc.subjectProblem solvingen
dc.subjectI21 - Analysis of Educationen
dc.subjectI20 - Generalen
dc.titleDesign Thinking as Pedagogical Innovation in Foreign Language Educationen
dc.typePeer-reviewed Articleen

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