https://doi.org/10.1051/epjconf/202532801011
Enhancing Sustainability in Higher Education Through Design Thinking and OBE Integration
1 Professor, Department of Electrical Engineering, P. R. Pote Patil College of Engineering & Management, Amravati, Maharashtra
2 Associate Professor, Department of Electrical Engineering, P. R. Pote Patil College of Engineering & Management, Amravati, Maharashtra
3 Associate Professor, Department of Electrical Engineering, P. R. Pote Patil College of Engineering & Management, Amravati, Maharashtra
4 Assistant Professor, Department of Electrical Engineering, P. R. Pote Patil College of Engineering & Management, Amravati, Maharashtra
* Corresponding author: deaniqac@prpotepatilengg.ac.in
Published online: 18 June 2025
In the twenty-first century, sustainability in higher education has become a critical and urgent issue that necessitates creative and results-oriented teaching approaches. This article explores how Design Thinking (DT) and Outcome-Based Education (OBE) can be combined to create a structured framework for promoting sustainability in educational institutions. By merging DT’s human-centered, creative problem-solving methodology with OBE’s emphasis on well-defined learning outcomes, institutions can foster critical thinking, creativity, empathy, and sustainable action among students. This study evaluates the tangible effects of DT-OBE integration on enhancing student capabilities and driving institutional change through the examination of several case studies, including programs at Stanford University, Delft University of Technology, the Indian Institute of Technology (IIT) Madras, and other institutions. The findings demonstrate notable gains in problem-solving abilities, creative confidence, and sustainability project outcomes, with course outcome attainment rates exceeding 85% in most cases. The study also analyzes best practices, challenges, and opportunities associated with implementing the DT-OBE framework. Furthermore, a conceptual model for successful integration is proposed to assist curriculum designers, policymakers, and educational leaders in embedding sustainability principles into innovative teaching practices. By offering a practical and empirically supported approach, this study contributes to advancing education for sustainable development.
© The Authors, published by EDP Sciences, 2025
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
