<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sufirman Arifin</style></author><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING ENTREPRENEURSHIP-STEM CREATIVE THINKING AMONG SECONDARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurial-STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Form Four students</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734857841.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Fostering creative thinking in facilitating teaching and learning (TL) of entrepreneurship and STEM at the secondary schools is sparsely documented in the literature and warrants further Inquiry. Thus, this research aimed to assess secondary school students’ entrepreneurial STEM creative thinking (E-STEMCT). A comprehensive entrepreneurship-STEM module integrating socio-scientific issues (SSIs) and design thinking (DT) approach was meticulously designed to facilitate TL. A quasi-experimental quantitative study was conducted on 267 Form Four students aged 17 years old enrolled in rural secondary schools. Three intact groups were randomly divided into a) SSIs-DT approach, n=89), b) Design Thinking Approach (DT-A, n=90), and c) Conventional approach (CA, n=88). The E-STEMCT test instrument was developed and applied to measure students’ pre- and post-levels of E-STENCT. Rigorous statistical analysis employing MANCOVA, ANCOVA, and Effect Size techniques was conducted. MANCOVA results revealed statistically significant effects across all TL groups, indicating the effects of the interventions in fostering E-STEMCT. Furthermore, ANCOVA analysis results indicated that the SSIs-DT integration approach significantly increased E-STEMCT and its constructs: Inquiry, New Ideas, Design, Creation, and Commercialization compared to the DT-A and CA approaches. These results support the view that the SSIs-DT integration approach has a positive impact on fostering E-STEMCT among secondary school students.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">785-800</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sy-Chyi (Kiky) Wang</style></author><author><style face="normal" font="default" size="100%">Chen-Kung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING UNIVERSITY SOCIAL RESPONSIBILITY INTO HIGHER EDUCATION: A DESIGN THINKING APPROACH TO RURAL COMMUNITY INNOVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">creative design</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">rural development</style></keyword><keyword><style  face="normal" font="default" size="100%">university social responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">1109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the integration of University Social Responsibility (USR) into higher education through a case study of the &quot;Creativity Design&quot; course at National Chiayi University. The course, supported by Taiwan's National Science and Technology Council, aimed to address challenges faced by Haomeili, a remote village facing the Taiwan Strait to the west in Chiayi County. Utilizing a Design Thinking framework, 54 students engaged in developing innovative tourism solutions for the community. The course structure included technical training, fieldwork, and project execution, with students collaborating with local stakeholders and industry experts. Despite successful project outcomes, including tourism videos, digital maps, and social media campaigns, the study revealed challenges in long-term sustainability and adoption of innovations, particularly due to the community's limited technological familiarity. Logistical issues, such as transportation and coordination, also emerged as significant hurdles. The research highlights the potential of USR courses in fostering meaningful university-community engagement while emphasizing the need for sustained partnerships beyond academic semesters. It underscores the importance of aligning innovative solutions with community needs and technological capacities. The study concludes by suggesting refinements in course planning, the establishment of inter-semester continuity, and the development of strategies to ensure the long-term impact of student projects, providing valuable insights for future USR initiatives in higher education.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1098</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hernan   Casakin</style></author><author><style face="normal" font="default" size="100%">Arjan van Timmeren</style></author><author><style face="normal" font="default" size="100%">Petra Badke-Schaub</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">design education</style></keyword><keyword><style  face="normal" font="default" size="100%">design studio</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">educational setting</style></keyword><keyword><style  face="normal" font="default" size="100%">problem solving session</style></keyword><keyword><style  face="normal" font="default" size="100%">students teamwork</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1199718</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">69</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-21</style></section></record></records></xml>