The rapid growth of new technologies, including AI, necessitates a more innovative approach to the education offerings to ensure programmes remain relevant, dynamic, and aligned with the evolving demands of learners and industries. This innovation research project was a collaborative initiative between South East Technological University (SETU) and Waterford and Wexford Education and Training Board (WWETB) that aimed to address challenges and uncover opportunities within Further Education and Training (FET) through the lens of Design Thinking. Focused on empowering adult learners and fostering innovation, the project conducted a qualitative exploration of the experiences and perspectives of FET co-ordinators. This study serves as a foundational step toward reimagining FET systems, creating centres of excellence, and identifying strategies for enhancing collaboration, addressing frustrations, and promoting innovation in the sector. The project was led by SETU researcher Aisling Hurley and WWETB’s Director of Further Education and Training, Dr. Lindsay Malone.

The Evolution of Design Thinking in Adult Education

The evolution of Design Thinking in adult education reflects a shift towards learner-centred, innovative approaches to problem-solving and skill development. Initially emerging from the fields of design and engineering, Design Thinking has been adapted to educational contexts to address complex challenges through empathy, ideation, and iteration (Brown, 2009). In adult education, this approach fosters critical thinking, collaboration, and adaptability, empowering learners to engage actively in their learning journey while addressing real-world problems (Razzouk and Shute, 2012). In a rapidly evolving world, education must remain at the forefront of innovation to prepare learners for dynamic workplaces.

By encouraging reflective practice and experimentation, Design Thinking creates inclusive learning environments that respond to diverse learner needs and the evolving demands of the modern workplaces (Carroll et al., 2010). Its implementation in adult education not only enhances innovation but also aligns learning outcomes with societal and economic challenges.

Responsible Research and Innovation Approach

This project aligns closely with the principles of Responsible Research and Innovation (RRI), which emphasise the need for inclusive, transparent, and forward-thinking approaches to address societal challenges (Stilgoe et al., 2013). By engaging WWETB co-ordinators in a collaborative, Design Thinking-driven process, the project ensures that diverse perspectives are incorporated, fostering solutions that are socially responsible and aligned with the needs of learners, communities, and industries. The focus on innovation to respond to technological advancements, such as AI, reflects a commitment to anticipating future challenges and developing educational offerings that are ethically sound, sustainable, and impactful for both individuals and society as a whole.

Methodology

The research was conducted as part of a Training Needs Analysis for WWETB. The process involved on-site visits to four WWETB locations, where nine co-ordinators participated in one-to-one interviews between February 19th and February 26th, 2024. Each interview was qualitative in nature, employing open-ended questions to capture key insights, emotional responses, and thematic patterns.

Key Steps in the Process:

1. Empathising with Participants:
   The interviews provided a platform for co-ordinators to express their experiences, frustrations, and aspirations. The primary themes highlighted were passion for their work, innovation roadblocks, and systemic challenges.
2. Thematic Analysis:
   Emerging themes included a lack of strategic planning, a need for centre-specific specialisations, outdated programme offerings, and communication silos within the organisation. Emotional responses such as frustration and feelings of restriction contrasted with optimism for collaboration opportunities.
3. Identifying Opportunities:
   Each location was explored for opportunities to innovate and specialise. Examples included creating hubs for social entrepreneurship, focusing on the circular economy, fostering industry partnerships, and offering dynamic, flexible programmes tailored to learners’ diverse needs.
4. Recommendations:
   The findings culminated in actionable steps, including the development of a series of Design Thinking Strategy Workshops to ideate solutions and enhance collaboration.

Collaborative Design Thinking Workshops

Following the One-to-One sessions all co-ordinators came together to focus on the top 3 issues identified in the thematic. The Workshops took place in Arc Labs, Waterford. They used a customised Design Thinking Framework to ideate and generate new ideas, evaluate those ideas and create an action plan. Mapping documented the current state of play and included exploration of the education market, trends and growth areas relevant to the FET, analysing resource capability, feasibility and viability of the proposed ideas.

Challenges and Opportunities

This involved identifying the unique value that FET offers to students in the context of the market’s specific needs. This helped to clarify the core messaging and differentiators, ensuring alignment with the FET ethos across locations. The workshop outcome guided strategic decision-making, enabling the development of a compelling value proposition that resonates with the target audience, ultimately increasing the chances of success in each geographic location.

Each group worked to identify opportunities. This included the ‘learn and earn’ model, empowering women to return to the workforce, empowering and enabling women to set up businesses. The Wexford cohort identified opportunities around silos, progressing pathways and pilots. The Waterford cohort identified an opportunity around highlighting the passion for education, bespoke collaborations, pilots and taking considered risks. Both groups identified an opportunity around building relationships with local stakeholders including businesses and county councils.

Project Impact and Key Learnings

Key learnings highlighted FET as one of the EU’s leading models for integrating Ukrainian immigrants, with potential as a European case study for incremental and tertiary education opportunities.

The research delivered actionable recommendations to harness Design Thinking for a more innovative, inclusive, and learner-centred adult education landscape. Identified opportunities include the Circular Economy, Greentech, and Engineering for Industry 4, alongside pilot programmes for sustainability and Designing for Longevity, feeding into the strategic plan.

The strategic roadmap, spanning short, medium, and long-term goals, emphasises collaboration, innovation, and raising the FET profile. Regular engagement with the Design Thinking Framework will drive user-centred approaches, iterative development, and creative problem-solving. This strategy will foster collaboration, open communication, and a cohesive brand communication strategy within management teams.

Sources

Brown, T. (2009). Change by Design: How Design Thinking Creates New Alternatives for Business and Society. Harper Business.

Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A. and Hornstein, M. (2010). Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom. International Journal of Art & Design Education, 29(1), pp.37-53.

Razzouk, R. and Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), pp.330-348.

Stilgoe, J., Owen, R., and Macnaghten, P. (2013). Developing a framework for responsible innovation. Research Policy, 42(9), pp.1568-1580.