DESIGN SCIENCE RESEARCH AND DESIGN THINKING: TOWARD METHODOLOGICAL RIGOR IN EDUCATIONAL INNOVATION

Abstract

This chapter discusses the articulation between Design Science Research (DSR) and Design Thinking as a methodological approach to educational innovation grounded in scientific rigor. It assumes that contemporary educational challenges constitute complex, situated, and sociotechnical problems, requiring research methods capable of integrating theory, practice, and artifact development. Based on a narrative literature review, the discussion engages key DSR authors such as Simon, Hevner, and Dresch, Lacerda, and Antunes Júnior, as well as foundational contributions to Design Thinking, particularly by Brown and Kolko. The chapter argues that, when understood as an epistemological approach rather than an instrumental technique, Design Thinking can strengthen DSR stages related to problem understanding, ideation, and iterative evaluation. It concludes that integrating DSR and Design Thinking enhances the relevance, validity, and scientific legitimacy of applied research in education, provided that this integration is guided by methodological rigor, systematic documentation, and solid theoretical grounding.