THE APPLICATION OF DESIGN THINKING PROCESS IN DEVELOPING SCHOOL ADMINISTRATION STRATEGIES

Abstract

The 21st century’s economic, social, technological, and cultural transformations have deeply influenced educational systems, particularly within the VUCA era-characterized by volatility, uncertainty, complexity, and ambiguity. Traditional hierarchical management structures that previously governed education effectively now face significant limitations, especially in terms of flexibility, creativity, and stakeholder engagement at the school level. In response to these challenges, this article proposes the application of Design Thinking as a strategic tool to enhance school management by emphasizing collaborative design processes involving students, teachers, parents, and communities. The Design Thinking methodology, consisting of five stages-Empathize, Define, Ideate, Prototype, and Test-is analyzed alongside theoretical perspectives such as Distributed Leadership, Adaptive Management, and Organizational Learning. Drawing on case studies from both domestic and international educational contexts, the article demonstrates how Design Thinking fosters flexible management practices that align authentically with the unique realities of schools. The findings suggest that Design Thinking facilitates a shift from traditional directive leadership to innovative, human-centered management approaches, enabling sustainable and profound improvements in educational quality that adapt dynamically to evolving environments. Moreover, this approach nurtures teacher leadership development, promotes a culture of shared learning, and guides policy-making that genuinely addresses the needs of learners and their communities