A survey conducted in Slovakia, Georgia, Spain, and the Czech Republic revealed the experiences of higher education educators with innovative teaching methods. Presentation software is now a common standard, while case studies have proven to be the most popular method. There is a noticeable growing interest in Design Thinking, but shared documents have not yet been adopted to the extent expected.
As part of the Erasmus+ project Design Thinking as a Method of Soft Skills and Digital Skills Development in Higher Education to Increase Employability, a survey was conducted among university educators to examine the use of innovative teaching methods, particularly Design Thinking, in higher education. The survey was carried out at partner institutions in Slovakia, Czech Republic, Spain, and Georgia, and involved a total of 274 respondents.
Key findings
- The most commonly used innovative teaching method is case study analysis, used by every other respondent.
- 90% of respondents occasionally participate in training for pedagogical skill development.
- 29% of respondents have personal experience with the Design Thinking method.
- 85% of respondents believe that innovative methods increase student engagement in the learning process.
- 80% of respondents think that innovative methods support student creativity.
- 71% of respondents indicated the need for more time to implement innovative methods.
- 90% of respondents use presentation tools.
- Only 35% of respondents work with shared documents.
- Only 25% of respondents use Learning Management Systems (LMS).
- More than one-third of respondents use artificial intelligence in teaching.
The survey revealed that the most commonly used innovative teaching methods at partner universities are case studies (50% of respondents) and project-based learning (40%). Discussion groups are used by approximately 38% of respondents, while simulations are applied by 29%. Gamification is experienced by 15% of respondents, and Design Thinking by 13%. Only 5% of respondents reported using exclusively traditional lectures. The main reasons educators do not use innovative methods were a lack of resources and experience (both 27%).
Education and Experience with Design Thinking in Teaching
It is encouraging that 90% of respondents occasionally participate in training focused on developing their pedagogical skills. In Slovakia, training most often focused on Design Thinking and the use of artificial intelligence in education, while in the Czech Republic, the emphasis was on modernizing educational approaches and integrating technologies. In Georgia and Spain, popular topics included Design Thinking, artificial intelligence, and gamification.
The survey revealed varying levels of experience with Design Thinking among respondents. Approximately 19% of respondents indicated that they are unfamiliar with Design Thinking, 22% have heard of it but lack deeper knowledge, 29% have personal experience with the method, and 18% have experience through other colleagues.
Regarding attitudes toward innovative methods in general, the research confirmed that educators perceive their positive impact on teaching. 85% of respondents believe that these methods increase student engagement, 82% believe they enhance the acquisition of knowledge and skills, and 80% think they support creativity. According to 74% of respondents, critical thinking in students improves, and 73% agree that innovative methods increase students’ readiness for the workforce.
Barriers and tools
An important area of the study was examining the challenges and barriers to implementing innovative methods in education. The most common obstacles cited by respondents were a lack of experience with these methods (72%) and the increased time requirements (71%). Half of the respondents also mentioned the need for additional material and human resources (41%). Nearly half of those surveyed (48%) consider these methods to be more challenging to implement, especially in groups of more than 50 students, which are common at universities.
In terms of technology usage, the research confirmed the use of presentation tools such as PowerPoint, Canva, and Prezi, which have become an unwritten standard—used by up to 90% of respondents. More than half (58%) actively use testing platforms like Kahoot or Google Forms. Videoconferencing tools are used by every other respondent, likely due to pandemic-related measures. Interestingly, over a third of respondents use artificial intelligence in their teaching. On the other hand, only 35% work with shared documents, which is surprisingly low given their practicality. The use of LMS platforms, such as Moodle, is also low, with only a quarter of respondents utilizing them.
These findings indicate that while there is significant interest in innovative methods and technologies in education, their implementation faces certain barriers, particularly regarding time, resources, and experience. To improve the situation, it would be necessary to focus on supporting educators, providing additional training, and simplifying access to necessary material and technological resources. The Erasmus+ Design Thinking project demonstrates that with the right approach, innovative methods can significantly enhance the quality of education and better prepare students for future professional challenges. It is important for universities to continue seeking ways to overcome existing barriers and fully leverage the potential of these modern approaches.