# A Systematic Review on Design Thinking Integrated Learning in K-12 Education
## 3 Results
### What Kind of Curriculum Domains Are Taught in DTIL?
#### 3.2.2 Design Thinking Model Implemented in the Empirical Studies  
Among the 44 studies, 37 mentioned the design or design thinking phases or elements. The authors described design thinking in different ways and associated a variety of attributes with the concept, and different terms and sequences of action were also employed [2]. Thus, models varied in the sample of empirical studies. For example, the typical five-stage model proposed by Stanford was adapted to integrate within the K-12 educational context (7 or 18.9%), see for example [29; 30; 31; 32; 33]. Some studies drew on other design thinking models, such as the model proposed by IDEO, see for example [27].  
There also existed varied vocabulary in expression of the models [11]. For example, prototype was expressed in words as \"modelling\", \"making\", \"create\", \"producing\", \"building\". Ideate was also described by \"brainstorming\", \"develop possible solutions\", \"generate design ideas\", \"product ideation\", etc. Define also meant \"clarify problems and constraints\", \"identify problem\", \"understanding and defining the problem\", \"Understand\" etc. It was not easy to identify all the models that applied. Despite this, some elements among these were employed more regularly, suggesting a level of concurrence [2]. Therefore, we summarized the mostly mentioned design thinking competences in the selected studies, including prototype, ideate, define, test, explore, empathize, evaluate, and optimize. Explanation and codes are also listed (see Table 2).  
\begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Design Thinking Competence** & **Frequency in the Data Set** & **Codes** & **Explanation** \\ \hline \multirow{4}{*}{Prototype} & \multirow{4}{*}{32} & Prototype Modelling & Creating the original or early solution model, it can be a sketch, or other \\  & & Create Make & physical or virtual structure that designed. \\  & & Fabrication & \\ \hline \multirow{4}{*}{Ideate} & \multirow{4}{*}{31} & Ideate Design & \multirow{4}{*}{Generating alternative ideas that may lead to solutions.} \\  & & Brainstorming develop possible solutions & \\ \hline \multirow{4}{*}{Define} & \multirow{4}{*}{18} & Define Understand Problem definition & Actionable problem statement based on insights into the problem situation. \\  & & Identify problem & \multirow{4}{*}{Clarify problems and constraints} \\ \cline{1-1} \cline{3-3}  & & & Clarify problems and constraints \\ \hline Test & 15 & Test & Experimenting and gathering feedbacks. \\ \hline \multirow{4}{*}{Explore} & \multirow{4}{*}{14} & Explore Collect information & \multirow{4}{*}{Questioning and collecting information to gain deep understanding of the problem.} \\  & & Data collection Discovery Field Studies & \\  & & Observe & \\ \hline \multirow{4}{*}{Empathize} & \multirow{4}{*}{13} & Empathize Human-centeredness Needs-finding & \multirow{4}{*}{Carrying out design around the needs of users, highlighting human-centred design.} \\  & & Sensitizing Feel & \\ \hline Evaluate & 9 & Evaluating Appraising & Checking if the design meets the user’s needs. \\ \hline \multirow{4}{*}{Optimize} & \multirow{4}{*}{8} & Optimization Improve & \multirow{4}{*}{Refining solution based on user’s feedbacks.} \\  & & Evolution Iteration & \\ \cline{1-1} \cline{3-3}  & & Redesign & \\ \hline \hline \end{tabular}
\end{table}
Table 2: The frequently mentioned design thinking competences among the empirical studies.