Advancing Inclusivity in Engineering Education: Student perceptions of Design Thinking Courses and Workshops

Integrating equity, diversity, inclusion, and accessibility (EDIA) principles into engineering education is crucial for addressing underrepresentation yet traditional disciplinary teaching methods hinder student engagement and learning. Building on previous research on engineering students’ perceptions of Design Thinking courses at McMaster University, this study investigates how Design Thinking courses and workshops shape student perceptions of inclusivity compared to traditional, non-design courses. Employing a mixed-methods approach, survey data were collected from 29 undergraduate and graduate students, and focus groups provided qualitative insights. The study examines perspectives across design and non-design courses, graduate and undergraduate learners, and equity-seeking versus non-equity-seeking groups. Findings reveal that design-focused pedagogies enhance comfort in expressing opinions, increase bias awareness, and improve the ability to develop equitable solutions, although they may also heighten sensitivity to bias. These results underscore the importance of student-centred, equity-based strategies.