There are many different types of scientific design thinking methods, but it is necessary to evaluate the applicability of the methods to the components of the design teaching curriculum in universities. Therefore, this study assesses the applicability of design thinking in terms of “design practice” and “locality” based on the local design education philosophy and the characteristics of the students and courses. A two-dimensional linguistic fuzzy model with two-tuples was proposed, and the assessment values of 36 experts were statistically analysed using the Delphi, triangular fuzzy number, Euclidean distance, two-dimension linguistic label (2DLL), and two-dimensional linguistic weighted arithmetic aggregation (2DLWAA) methods. The results highlighted the 12 categories of design thinking methods that are most applicable to teaching and learning, indicating the basic views of university design faculty on the application of design thinking methods. Finally, the new design teaching methods have been validated and constructed through years of teaching practice, and have some reference value for teaching design courses in universities.

This study responds to the urgent need for education that fosters sustainable, self-directed development by introducing a five-phase narrative instruction pre-module grounded within the Life Design Thinking (LDT) framework. Integrating design thinking with narrative theory, LDT promotes learner agency, identity coherence, and adaptive future planning through structured autobiographical reflection. The intervention was conducted in a group setting with 14 adult learners (n = 14) from China. Although participant demographics were not the primary focus, the study emphasized theoretical and methodological development through iterative instructional design. A mixed-methods approach was employed, including rubric-based scoring of 101 written narratives and a thematic analysis of the reflective content. The results demonstrated significant improvements in narrative competence, especially in technical application (+80.91%), reflective depth (+70.0%), with thematic clarity (+58.11%), also showing notable gains related to meaning synthesis and narrative focus. Learners also exhibited enhanced thematic continuity and future-oriented integration. These outcomes highlight the value of narrative pedagogy as a transformative learning approach aligned with SDG 4.7. By cultivating metacognitive awareness and future-readiness, the module contributes to education for sustainable development and provides initial evidence for a potentially scalable and transferable model that supports learners in navigating complexity with meaning and purpose.

In this study, five industrial senior designers are invited to observe and record a required design practice course of an industrial design department of a university for one semester, 18 weeks, each week for 5-6 hours. During the process, the imagination indicators proposed by Vygotsky is adopted in combination with a 5-point Likert scale. The sophomore class, 63 students in total, is observed. The outcome of study indicates that when the topics are with limitation, the gender factor has significant influence during design stages, and the influence of students' pre-university learning background is significant as well. When the topics are not limited, the influence of the gender factor also appears to be significant. The pre-university learning background has more influence on the performance of imagination and vocational high school graduates do better than regular high school graduates. In the meantime, students with higher level of class participation exhibit better imagination.