Purpose. The purpose of this paper is to investigate the impact of mastering the methodology of design thinking by psychology students on their
Methodology. Content analysis of psychology students’ reflective journals (N=19) with both qualitative and quantitative analytical procedures was the main method of the study.
Findings. Two themes related to problem-solving ability were predominant in students’ journals: reflections of improving the product of activity and interest to different forms of generating & organizing ideas. The statements that indicated growing creativity, inclination to act, searching for feedbacks regarding solution were also numerous enough to consider the potential of design thinking to enhance components of problem-solving ability of psychology students. The statistically significant strong positive relationship was revealed between the quality of designer solution and search for feedback, reflecting on improving the products of activity, searching for the ways to solve problems rather than being fixed on them. There were less strong but also significant moderate uphill relationships between product’s quality and reported inclination to act, trusting others & ability to delegate, ability to reframe problems.
Design limitations. Some concerns might be noted in reference to sample size that requires further examinations with an increased sample.
Originality. The study indicated that an experience of implementing design thinking methodology increases the problem-solving ability of psychology students in their learning process and everyday life.
Keywords: design thinking, problem-solving ability, group project activity