Vol. 11, Issue 6, Part A (2025)

The National Education Policy (NEP) 2020 marks a transformative shift in India's approach to school education, emphasising holistic development, creativity, and critical thinking. A notable inclusion within this policy is the advocacy for Design Thinking as a pedagogical tool to equip students with problem-solving, empathy, and innovation skills essential for the 21st century. Rooted in experiential and inquiry-based learning, Design Thinking aligns closely with NEP 2020’s vision of moving beyond rote memorisation towards competency-based education.

This paper explores how Design Thinking has gradually made its way into Indian classrooms through curriculum reforms, teacher training programs, and interdisciplinary projects. It examines the integration of the Design Thinking Course alongside modern frameworks, recognising the importance of indigenous problem-solving traditions. The research also delves into the challenges faced by schoolteachers in adopting Design Thinking methodologies, ranging from a lack of training to rigid assessment frameworks, and proposes actionable strategies for effective implementation.

Through a synthesis of policy analysis, survey insights, and case studies, this study aims to highlight the critical role of educators in nurturing innovation at the school level. It advocates for structured teacher development programs and institutional support systems that empower schools to translate NEP’s vision into tangible classroom practices, making learning more meaningful, creative, and future-ready.