DEVELOPMENT OF DESIGN THINKING FOR CREATIVE PROBLEM SOLVING ENHANCEMENT PROGRAM FOR UPPER ELEMENTARY STUDENTS USING INCLUSIVE EDUCATION APPROACH AND UNIVERSAL DESIGN FOR LEARNING CONCEPT

Abstract

This research aimed to (1) develop a Design thinking training program to enhance creative problem-solving skills among upper elementary students by integrating the concepts of inclusive education and Universal Design for Learning (UDL), and (2) investigate students’ developmental progress after participating in the program. The participants were 35 upper elementary students from a school under the Ministry of Higher Education, Science, Research and Innovation, selected through purposive sampling. The study employed a multiple-baseline single-subject design across individuals. The research instruments consisted of: (1) a Design thinking training program comprising 11 instructional sessions, developed based on the Design thinking process as the core framework, integrated with inclusive education principles. The activities were designed to accommodate diverse learners through the Multi-Tiered System of Supports (MTSS) and aligned with UDL principles across three areas—representation, action and expression, and engagement—to foster students’ creative problem-solving skills; and (2) a creative problemsolving skill assessment developed in alignment with the program’s objectives. The findings revealed that students in all three tiers—Tier 1 (general), Tier 2 (at risk), and Tier 3 (in need of intensive support)—demonstrated improvement in creative problem-solving skills after participating in the program. Notably, Tier 3 students showed substantial progress, indicating that the developed program effectively supported students with diverse needs in inclusive classroom environments.