Implementation of Stages of Design-Thinking in the Educational Process of Higher School
The article is devoted to the discussion of the possibility of implementing the ideas of design thinking in the field of higher education. The purpose of the article is to consider the conditions for the implementation of the main stages of design thinking in the educational process of higher education. The design thinking method can be adapted to the conditions of the organization of education in higher education, subject to certain substantive and procedural requirements. These requirements include: posing a problem based on the experience of students, the ability to organize continuous interaction with a client, creating an atmosphere of teamwork, acquiring competencies in the field of building visual images. In design thinking, it is customary to distinguish five stages - empathy, definition, idea generation, prototyping and testing. The implementation of these stages is aimed at organizing a practice-oriented training process, namely, creating situations as close as possible to the future professional activity of a graduate.