Use of Design Thinking for business students from the teaching perspective

Authors

Keywords:

Design Thinking; business field; teaching perspective.

Abstract

Objective: Design Thinking (DT) has been a topic of teaching, research, and real-world application across nearly all fields of knowledge. However, in Brazil this methodology is still underexplored, especially in educational environments focused on business studies. Therefore, the aim of this study was to analyze the use of DT in the business field from the teaching perspective.

Method: Based on interviews with five instructors, the five phases of DT established by Plattner (2010) were used as categorical elements for constructing the content analysis.

Originality/Relevance: Recognizing that the teacher is the link between the student and the instructional environment for the development of learning, and that the perspective of instructors working in business education—who enable connections between theory and practice through the use of DT—represents a pathway for student development and maturation.

Results: The findings indicated an emphasis on fostering attributes in students such as sensitivity and reflective thinking about insights for problem-solving. Additionally, guiding them to seek improvements collaboratively while encouraging the use of technological tools with a professional purpose.

Theoretical and Practical Contributions: In addition to expanding the literature on the teaching perspective regarding the use of DT to promote learning, the study also contributes in practical terms by highlighting not only some advantages of its adoption among business students but also the low number of instructors who both know and apply DT in their classes.

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Author Biographies

  • Carla Milena Goncalves Fernandes, Universidade Federal do Rio Grande

    Doutora em Controladoria e Contabilidade na Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA/RP-USP).

  • Flávia Zancan, Faculdade de Administração, Economia e Contabilidade de Ribeirão Preto - Universidade de São Paulo

    Doutora em Controladoria e Contabilidade na Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-/RP-USP)

  • Giovana Gubert Carrer, Faculdade de Administração, Economia e Contabilidade de Ribeirão Preto - Universidade de São Paulo

    Doutora em Controladoria e Contabilidade na Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-/RP-USP).

  • Jaqueline Feijão Courel, Faculdade de Administração, Economia e Contabilidade de Ribeirão Preto - Universidade de São Paulo

    Mestre em em Controladoria e Contabilidade na Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-/RP-USP)

  • Claudio de Souza Miranda, Faculdade de Administração, Economia e Contabilidade de Ribeirão Preto - Universidade de São Paulo

    Doutor em Ciências Contábeis pela Universidade de São Paulo (USP).
    Professor do Departamento de Contabilidade da Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-/RP-USP).

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Published

2026-05-04

Issue

Vol. 45 No. 2 (2026): Enf.:Ref. Cont.

Section

Original Articles

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How to Cite

Use of Design Thinking for business students from the teaching perspective. (2026). Enfoque: Reflexão Contábil, 45(2), 138-159. https://www.periodicos.uem.br/ojs/index.php/Enfoque/article/view/72528