Taxonomizing Visa Information and Processes Using Design Thinking to Develop a Digital Platform for International Students at the Faculty of Humanities, Chiang Mai University
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International students often face challenges in accessing visa-related information and navigating immigration procedures during their studies. Fragmented information sources, procedural uncertainty, and complex administrative requirements can create confusion, increase anxiety, and negatively affect students’ overall experience. This study aimed to explore the visa-related challenges experienced by international students and develop a digital platform prototype to support visa information management and processes at the Faculty of Humanities, Chiang Mai University. A qualitative research approach was employed using the Design Thinking framework, consisting of the Empathize, Define, Ideate, Prototype, and Test stages. Data were collected from international students and knowledge workers involved in visa-related services through semi-structured interviews, focus group discussions, and usability evaluation. Thematic analysis and Customer Journey Mapping (CJM) were used to identify user experiences, pain points, and service gaps throughout the visa journey. The results revealed four key problem domains: information fragmentation, procedural uncertainty, psychological burden, and administrative complexity. Based on these findings, six core platform features were developed, including a dashboard overview, visa journey guidance, document checklist, alerts and reminders, support services directory, and knowledge-based taxonomy. Usability evaluation indicated positive user perceptions regarding information clarity, ease of use, procedural understanding, and overall usefulness of the platform. The study demonstrates that integrating Design Thinking with knowledge management principles can support the development of effective digital solutions for international student services. The proposed platform offers a practical approach to improving access to visa-related information, reducing procedural confusion, and enhancing support experiences for both students and administrative personnel. The findings may serve as a foundation for future development of digital support systems within higher education institutions.
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