Treffer: Integration of Design Thinking and Educational Technology into Science Education: A Conceptual Framework for the Development of Sustainability Competencies.

This study presents a conceptual framework that integrates Educational Technology (EdTech) and Design Thinking (DT) to develop sustainability competencies among secondary school science students. Grounded in UNESCO's Education for Sustainable Development (ESD) and Sustainable Development Goal 4 (SDG 4), the framework promotes systems thinking, strategic action, collaboration, and critical problem-solving. It blends Design-Based Learning (DBL) principles with the iterative stages of the Design Thinking process--Empathise, Define, Ideate, Prototype, and Test--supporting curriculum-aligned, competency-based learning. By incorporating advanced EdTech tools such as augmented reality (AR), virtual reality (VR), gamification, and learning analytics, the framework enhances student engagement and enables comprehensive assessment practices. Teachers act as facilitators of active, problem-based learning, equipping students with the skills and knowledge needed to address sustainability challenges. This structured and scalable framework bridges the gap between theory and practice, offering valuable insights for educators, curriculum designers, and policymakers. By integrating DT and EdTech, the framework empowers students with the essential competencies required for sustainable development, advancing educational innovation and contributing to global sustainability goals. [ABSTRACT FROM AUTHOR]

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