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A METHODOLOGICAL FRAMEWORK FOR FORMING DESIGN THINKING IN THE TRAINING OF FUTURE GEOGRAPHY TEACHERS
Abstract
One of the priorities in professional education, including the training of future geography teachers, is related to ensuring a quality and innovative educational process based on the competence approach and modern innovative educational technologies. In this regard, the present study aims to investigate the pedagogical effectiveness and educational potential of design thinking in the professional training of future geography teachers. The main goal is to enhance the academic performance of students by providing a learning process that stimulates the development of their design thinking skills. At the current stage, over 46% of young people are at risk of social exclusion, as the education system in our country fails to prepare their teachers and provide them with practical and authentic skills. This means that students lack guidance on how to develop their creative thinking and how to solve problems collaboratively. In this context, the study steps on the notion that design thinking as an approach to learning in higher education will encourage the creative thinking of students and future teachers, by helping them develop to empathy. Also lead them to action and metacognitive awareness, improve their skills to solve problems, and develop their imagination. In other words, design thinking will expand the pedagogical repertoire of future teachers. Based on the above, the study offers a methodological framework for implementing design thinking in the preparation of future geography teachers, by the example of Sofia University "St. -l. Ohridski". The development of this framework envisages the implementation of the following tasks: identification of interested parties; defining design thinking skills; analysis of available competencies among students, future teachers; construction of a methodological framework for fostering design thinking among students at the Faculty of Geology and Geography of Sofia University, future teachers of geography.
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