Design Thinking in Digital Book Development for Climate Change Education: A Systematic Review/Design thinking u razvoju digitalnih knjiga za obrazovanje o klimatskim promjenama: sustavni pregled literature
DOI:
https://doi.org/10.15516/cje.v28i2.42149Keywords:
design thinking, digital learning media, climate change education, interactive multimedia, student engagement, user-centered designAbstract
Abstract
The rapid advancement of digital technology has increased the need for innovative learning media, particularly in environmental education aimed at fostering climate change awareness among students. Digital books offer interactive and accessible learning experiences; however, their educational value depends largely on how effectively they are designed to respond to learners’ needs. This study examines how a design thinking approach contributes to the development of interactive digital books and supports student engagement and learning in climate change education. Using a systematic literature review, this study analysed 37 peer-reviewed articles published within the last five years and retrieved from Scopus, Web of Science, JSTOR and Google Scholar. The search process applied combinations of keywords related to design thinking, digital books, climate change or environmental education. This review adopts a broader perspective, acknowledging that existing research spans primary, secondary and higher education levels, with duplicate records removed prior to screening. The review focused on how the key stages of design thinking—empathize, define, ideate, prototype and test—were reflected in the development of digital learning media. The findings suggest that digital books informed by design thinking are often associated with improved usability, stronger learner engagement and better support for understanding complex environmental concepts through interactive features and visualizations. In addition, the user-centred orientation of design thinking appears to enhance content relevance and responsiveness to students’ learning needs. Overall, the review suggests that integrating design thinking into digital book development may strengthen climate change awareness education at schools, although further empirical research is needed to examine long-term learning outcomes across diverse educational contexts.
Key words: design thinking; digital learning media; climate change education; interactive multimedia; student engagement; user-centred design
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Sažetak
Brzi razvoj digitalne tehnologije povećao je potrebu za inovativnim medijima za učenje, osobito u području obrazovanja o okolišu usmjerenoga na jačanje svijesti učenika o klimatskim promjenama. Digitalne knjige omogućuju interaktivna i pristupačna iskustva učenja, no njihova obrazovna vrijednost uvelike ovisi o tome u kojoj su mjeri osmišljene tako da odgovaraju potrebama učenika. U ovome se radu ispituje doprinos pristupa design thinking razvoju interaktivnih digitalnih knjiga te njegov utjecaj na angažman učenika i procese učenja u obrazovanju o klimatskim promjenama. Primjenom metode sustavnoga pregleda literature analizirano je 37 recenziranih radova objavljenih tijekom posljednjih pet godina, preuzetih iz baza Scopus, Web of Science, JSTOR i Google Scholar. U postupku pretraživanja korištene su kombinacije ključnih riječi povezanih s pristupom design thinking, digitalnim knjigama, klimatskim promjenama i obrazovanjem o okolišu. Ovaj pregled polazi od šire perspektive, uzimajući u obzir da postojeća istraživanja obuhvaćaju osnovno, srednje i visoko obrazovanje, pri čemu su duplicirani zapisi uklonjeni prije faze probira. Posebna je pozornost usmjerena na to kako se ključne faze design thinking pristupa — empatija, definiranje, generiranje ideja, izrada prototipa i testiranje — odražavaju u razvoju digitalnih medija za učenje. Rezultati upućuju na to da su digitalne knjige razvijene primjenom pristupa design thinking često povezane s boljom uporabljivošću, većim angažmanom učenika i učinkovitijom podrškom razumijevanju složenih okolišnih koncepata putem interaktivnih elemenata i vizualizacija. Nadalje, čini se da usmjerenost design thinking pristupa na korisnika pridonosi većoj relevantnosti sadržaja i njegovoj prilagodbi potrebama učenika. Općenito, rezultati pregleda sugeriraju da integracija pristupa design thinking u razvoj digitalnih knjiga može osnažiti obrazovanje o klimatskim promjenama u školama, premda su potrebna daljnja empirijska istraživanja radi ispitivanja dugoročnih ishoda učenja u različitim obrazovnim kontekstima.
Ključne riječi: digitalni mediji za učenje; obrazovanje o klimatskim promjenama; interaktivna multimedija; angažman učenika; dizajn usmjeren na korisnika; design thinking
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Copyright (c) 2026 Ahmad Teguh Purnawanto, Dr. Sofyan Anif, Dr. Muhammad Musiyam, Dr. Harun Joko Prayitno, Dr. Ahmad Muhibbin, Dr. Nurul Hidayati Rofi’ah (Author)
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