Dynamics and challenges observed in the application of the design process in South African schools

Abstract

This qualitative study explores the dynamics and problems inherent in the design process within a South African secondary school context, focusing on how creativity can be recognised, motivated, and effectively developed. Using purposive sampling, four schools representing diverse socio-economic contexts were selected. A total of four design teachers and twenty process books with products from volunteering design learners in Grade 10 to 11 were selected. Data were collected through two primary strategies: Semi-structured interviews with the four design teachers and analysis of learners’ process books and practical products. to explore the teacher’s understanding and learner’s application of the design process and creativity. All interviews were audio-recorded with permission and transcribed for analysis using Turboscribe. The interview schedule included questions regarding how the design process is presented to learners, how teachers interpret and assess creativity, and what challenges they experience in implementing the CAPS design process in practice. In addition to the interviews, Grade 10 and 11 design learners’ process books and final PAT products were collected, photographed, documented, and analysed. These artefacts offer tangible evidence of the learners’ engagement with the creative process and reflect the different stages they followed from initial conception to execution. A thematic analysis approach was applied to the interview transcripts and the video recordings of learners’ process books to identify, analyse and interpret key patterns and themes. In addition, visual analysis was applied to assess learners’ creativity by examining the visual evidence captured in their design process books and final products. This approach involved a five-phase process: Phase 1: Coding the interview transcripts and the process book data using Atlas.ti, a qualitative analysis software used to manage and structure large datasets. Phase 2: Analysing the coded data in Excel for emerging patterns. Phase 3: Analysing learners’ final design products and awarded marks. Phase 4: Evaluating creativity using Williams’s taxonomy. Phase 5: Interpreting the findings in relation to the research questions. The findings are organised thematically and address the following two research questions: Firstly, how do teachers understand and implement the design process to promote creativity in the FET phase? Secondly, to what extent do learners demonstrate creativity in their practical design work according to Williams’s taxonomy? Analysis revealed that learners often lack understanding, show low engagement, and depend heavily on teacher guidance. They also struggle with divergent and convergent thinking skills, and fundamental stages, such as research, prototyping, and testing, were absent. This study highlights the need for a shift in how the design process is approached in education. While current practices follow a rigid, linear model, fostering creativity requires a more flexible, learner-centered approach. Integrating the design thinking framework and Williams’s taxonomy offers a promising path forward, encouraging empathy, iteration, and imaginative thinking.