Developing a Design Thinking Model in teaching architecture based on wisdom and creativity styles with a mediating role of self-directed learning

Designing new approaches have always been the focus of educational planners. Considering the place of cognition in architecture education, the approach of design thinking and the variables related to it are very important. The aim of the current research was to formulate a structural model of design thinking based on wisdom and creative styles with the mediation of self-directed learning in students. Therefore, the main hypothesis of the research suggests that the proposed model has a good fit with the research data. The research method was correlation and structural equation modeling. The statistical population of this research included all architecture students of Hamedan Girls' Technical and Vocational University, numbering 600 people, who were studying in the academic year of 2001-2001. Sampling method, 255 people were selected in the available way. Ardelt's three-dimensional wisdom scale, Kerton's creative styles, Dosi's design thinking and Fisher's self-directed learning questionnaires assessment was used to collect information and structural equation modeling was used for data analysis. The results showed that the developed conceptual model had a good fit with the data. The results of the structural part showed that the direct effect of wisdom on self-directed learning and design thinking is positive and significant. The direct effect of Innovative style on self-directed learning and design thinking is also positive and meaningful. The direct effect of Adaptor style on self-directed learning is negative and significant, but not significant on design thinking. The direct effect of self-directed learning on design thinking is also positive and meaningful. Examining the mediating role of self-directed learning showed that self-directed learning has a significant mediating role in the relationship between wisdom and creative styles with design thinking. Therefore, it is possible to help promote design thinking in students by developing appropriate educational programs related to research variables.