Applying a Design Thinking Framework to Analyze Innovation-Oriented School Management: Case Studies in Diverse Contexts

Nachanan Suphasirisuk; Panida  Sakuntanak

Authors

Nachanan Suphasirisuk Faculty of Education, Far Eastern University, Chiangmai, 50100 Thailand
Panida Sakuntanak Faculty of Education, Srinakharinwirot University, Bangkok, 10110 Thailand

Keywords:

Design thinking, School leadership, Creative management, Case study

Abstract

In contemporary education, schools face increasing pressure to foster innovation while addressing diverse contextual challenges, including teacher shortages, limited resources, and varied student needs. Despite national policies emphasizing creative and adaptive learning, many school leaders lack structured approaches to systematically develop innovation-oriented management practices. This study examines how school leaders implement innovation-oriented management using a Design Thinking (DT) framework as an analytical lens. The research aims to: (1) analyze school contexts, problems, and policies across diverse settings; (2) investigate innovative management and instructional practices, particularly in relation to DT principles; and (3) explore professional development pathways that facilitate DT-informed leadership. A multiple-case study design was employed. Data were collected through in-depth interviews with twelve school leaders from urban, ethnic minority, and remote schools, complemented by focus group discussions to capture collaborative practices and validate interpretations. The interview protocol and focus group discussion guide were reviewed for content validity by eight experts in educational leadership and innovation, ensuring clarity, relevance, and comprehensiveness. The findings show that urban schools utilized technology and integrated curricula, while ethnic minority and remote schools adopted adaptive strategies such as multi-grade teaching, community partnerships, and culturally responsive instruction. School leaders demonstrated implicit DT practices, including empathy-driven problem framing, iterative reflection, and collaborative solution development, despite having limited formal knowledge of DT. Professional development pathways included self-directed, experiential, network-based, and inquiry-oriented learning. Leadership approaches encompassed organizational and community development, reflecting DT-oriented, technology-driven, and problem-solving styles. Integrating DT within Professional Learning Communities (PLCs) and aligning policies with local contexts can enhance leadership capacity for genuine innovation, thereby providing guidance for cultivating creative, adaptive, and context-sensitive school leaders.

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