IMPROVING THE PROCESS OF TEACHING FOREIGN LANGUAGES TO STUDENTS IN HIGHER EDUCATION INSTITUTIONS THROUGH THE DESIGN THINKING METHOD

Abstract

Foreign language instruction in universities frequently encounters obstacles like low student motivation, inflexible course structures, and minimal engagement. This research investigates how the design thinking approach can improve language teaching in higher education. Using a mixed-methods strategy that includes surveys, interviews, and in-class experiments, the study shows that applying design thinking significantly boosts learners’ motivation, involvement, and overall language learning outcomes.