The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.
A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.
Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.
This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.
