Design Thinking (design thinking) as a didactic method to address school climate in schools.

Abstract

The present research work explores how the use of Design Thinking (design thinking) addresses the school climate in the school, the objective of the study was to analyze the development of Design Thinking as a didactic method in contribution to the school climate in students of General Basic Education in a sample of 3 teachers of the educational center. A qualitative approach with a non-experimental design was used, using classroom observation and teacher interview to collect essential data for validation, statistical tools such as SPSS (cronbach's alpha) and Atlas Ti were used for analysis by means of semantic networks and percentage tables. Thus, according to the results obtained, it is evident that a positive school environment strengthens coexistence and the teaching-learning process, while an unfavorable climate generates demotivation and low performance, although the didactic method Design Thinking has a strong potential to transform the classroom into a collaborative and innovative space, its implementation is deficient due to the lack of training in its correct use and teachers' lack of knowledge. Therefore, it is necessary to strengthen the school climate through interventions that foster positive relationships; socioemotional skills that optimize its application, ensuring a comprehensive development in students and a more effective teaching.