ISSN: 2222-6990
Open access
The development of transferable skills remains a persistent challenge in chemistry education, particularly in pre-university contexts characterised by examination-oriented instruction and procedural laboratory practices. While Project-Based Learning (PjBL) is widely adopted to promote authentic inquiry, evidence suggests that it does not consistently foster higher-order competencies without structured cognitive support. This study explores how Design Thinking–infused Project-Based Learning (DT–PjBL) supports the enactment of transferable skills as epistemic practices in pre-university chemistry learning. Adopting a qualitative, exploratory, multiple-case study design, the research involved 11 students organised into four groups who engaged in electrochemistry-based tasks over a 24-week intervention. Data were collected through classroom observations and document analysis. A theoretically informed analytic rubric was used as a heuristic to examine six dimensions of transferable skills: critical thinking, problem-solving, collaboration, communication, creativity, and decision-making. Data were analysed using deductive coding, within-case analysis, and cross-case synthesis. Findings indicate observable shifts in how students enacted transferable skills, particularly in collaborative problem-solving, the justification of design decisions, and the development of creative solutions within DT–PjBL contexts. Rather than functioning as discrete outcomes, transferable skills emerged as situated epistemic practices shaped by iterative design processes. However, the absence of a comparison condition limits causal interpretation.
Ahmad, Z., Ammar, M., Sellami, A., & Al-Thani, N. J. (2023). Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis. Journal of Chemical Education, 100(5), 1796–1810. https://doi.org/10.1021/acs.jchemed.2c00739
Ahmad, Z., Ammar, M., Siby, N., Bhadra, J., Sellami, A., & Al-Thani, N. J. (2023). Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences. Heliyon, 9(11), e22071. https://doi.org/10.1016/j.heliyon.2023.e22071
Ananda, L. R., Rahmawati, Y., & Khairi, F. (2023). Critical Thinking Skills of Chemistry Students By Integrating Design Thinking With Steam-Pjbl. Journal of Technology and Science Education, 13(1), 352–367. https://doi.org/10.3926/jotse.1938
Asefer, A., & Abidin, Z. (2021). Soft Skills and Graduates’ Employability in the 21st Century from Employers’ Perspectives: A Review of Literature. International Journal of Infrastructure Research and Management, 9(2), 44–59. https://iukl.edu.my/rmc/publications/ijirm/
Bitemirova, A. ., Ussen, & A.B. (2023). Increasing students’ interest in scientific work in chemistry through research lessons. JOURNAL “BULLETIN SKSPU,” 2(36). https://doi.org/10.58937/2023-2-9
d.school. (2010). An Introduction to Design Thinking Process Guide. In Hasso Plattner Institute of Design at Stanford (pp. 1–6). Hasso Plattner Institute of Design. https://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf
Dai, Y. (2023). Negotiation of Epistemological Understandings and Teaching Practices Between Primary Teachers and Scientists about Artificial Intelligence in Professional Development. Research in Science Education, 53(3), 577–591. https://doi.org/10.1007/s11165-022-10072-8
Future of Jobs Report 2025. (2025). In World Economic Forum (Issue January). https://www.bloomsburycollections.com/monograph?docid=b-9781350494756
Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., & Valcke, M. (2023). Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education, 33(1), 217–240. https://doi.org/10.1007/s10798-021-09724-z
Hariyanto, S., Maulidiyah, F., Suyono, A., Sulistiyo, U., & Fehring, H. (2025). Authentic and simulated project-based learning to improve students’ employability skills and their translator competence. Humanities and Social Sciences Communications, 13(1), 35. https://doi.org/10.1057/s41599-025-06331-4
Hashim, A. M., Aris, S. R. S., & Fook, C. Y. (2019). Promoting empathy using design thinking in project-based learning and as a classroom culture. Asian Journal of University Education, 15(3), 14–23.
Henriksen, D., Gretter, S., & Richardson, C. (2020). Design thinking and the practicing teacher: addressing problems of practice in teacher education. Teaching Education, 31(2), 209–229. https://doi.org/10.1080/10476210.2018.1531841
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26(March), 140–153. https://doi.org/10.1016/j.tsc.2017.10.001
Hyunjin, C. (2019). Applying design thinking to the educational problems?: A student-centered instructional approach and practice in an undergraduate course. Educational Technology International, 20(1), 83–107.
Karpudewan, M., & Kulandaisamy, Y. (2018). Malaysian teachers’ insights into implementing green chemistry experiments in secondary schools. Current Opinion in Green and Sustainable Chemistry, 13, 113–117. https://doi.org/10.1016/j.cogsc.2018.06.015
Larsen, I. B. (2025). Project-Based Learning in business and management education: A scoping review and research agenda. The International Journal of Management Education, 23(2), 101159. https://doi.org/10.1016/j.ijme.2025.101159
Leem, S., & Lee, S. W. (2024). Fostering collaboration and interactions: Unveiling the design thinking process in interdisciplinary education. Thinking Skills and Creativity, 52, 101520. https://doi.org/10.1016/j.tsc.2024.101520
Li, X., & Zhu, W. (2023). The influence factors of students’ transferable skills development in Blended-Project-Based Learning environment: a new 3P model. In Education and Information Technologies (Vol. 28, Issue 12). Springer US. https://doi.org/10.1007/s10639-023-11892-5
Linda, D., Menno, A. W. M., & Simanjuntak, Y. I. W. (2024). Analysis of Problems in Learners’ Collaboration Ability towards Chemistry Learning: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 10(11), 784–792. https://doi.org/10.29303/jppipa.v10i11.7326
Lor, R. (2017). Design Thinking in Education: A Critical Review of Literature. International Academic Conference on Social Sciences and Management (IACSSM) and the Asian Conference on Education and Psychology (ACEP), May, 36–68.
Mat Salleh, M. F., Mohd Saat, R., Abd Rauf, R. A., & Ismail, M. H. (2022). Malaysian Chemistry Teachers’ Challages to practice Differentiated instruction in classroom. Malaysian Online Journal of Education Sciences, 10(2), 58–69. https://www.researchgate.net/publication/360782484_Malaysian_Chemistry_Teachers%27_Challenges_to_Practice_Differentiated_Instruction_in_Classroom
Mishra, P., & Mehta, R. (2017). What We Educators Get Wrong About 21st-Century Learning: Results of a Survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. https://doi.org/10.1080/21532974.2016.1242392
Muneer, S., Santhosh, M., Parangusan, H., & Bhadra, J. (2025). A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education. In International Journal of Technology and Design Education (Vol. 36, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10798-025-10005-2
Norliyana, M. A., Nor Hasniza, I., & Noor Dayana, A. H. (2024). Beyond the Classroom: Expert Teachers’ Perspectives on Developing Innovation Competencies through Design Thinking Practices. Jurnal Pendidikan Bitara UPSI, 17(1), 72.
Nurul Fatni, A., Noraida, M. S., & Norlidah, A. (2021). Teaching and Learning Practices in Chemistry Practical Work of Malaysian Matriculation Programme?: a Needs Analysis. Malaysian Online Journal of Educational Sciences, 9(October), 13–26. https://ejournal.um.edu.my/index.php/MOJES/article/view/32981
OECD. (2023). Future of Jobs Report 2023. In World Economic Forum. https://caribbeannewsglobal.com/oecd-skills-outlook-2023/
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2022). Guided inquiry-based learning in secondary-school chemistry classes: a case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/d2rp00110a
Overton, T., & McGarvey, D. J. (2017). Development of key skills and attributes in chemistry. Chemistry Education Research and Practice, 18(3), 401–402. https://doi.org/10.1039/c7rp90006f
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2018). Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry. International Journal of Science Education, 40(10), 1108–1135. https://doi.org/10.1080/09500693.2018.1470347
Rozan, A. D., Syahri, B., Prasetya, F., Fortuna, A., Samala, A. D., & Rawas, S. (2024). The impact of project-based learning on 21st century skill development of vocational engineering students: A systematic literature review. Journal of Engineering Researcher and Lecturer, 3(3), 189–212. https://doi.org/10.58712/jerel.v3i3.168
Rusmin, L., Misrahayu, Y., Pongpalilu, F., Radiansyah, & Dwiyanto. (2024). Critical Thinking and Problem- Solving Skills in the 21st Century. Journal of Social Sciences, 1(5), 144–162.
Sa-ngiemjit, M., & Vázquez-alonso, Á. (2025). High school students ’ 21st-century learning skills in organic chemistry group learning. 14(2). https://doi.org/10.11591/ijere.v14i2.30607
Salame, I. I., Abdul Satter, S., & Warda, F. (2024). Examining students’ problem-solving approaches in organic chemistry and its impact on performance and learning. Interdisciplinary Journal of Environmental and Science Education, 20(2), e2407. https://doi.org/10.29333/ijese/14421
Sarkar, M., Overton, T., Thompson, C., & Rayner, G. (2016). Graduate employability: Views of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31–48.
Seery, M. K., Agustian, H. Y., Christiansen, F. V., Gammelgaard, B., & Malm, R. H. (2024). 10 Guiding principles for learning in the laboratory. Chemistry Education Research and Practice, 25(2), 383–402. https://doi.org/10.1039/D3RP00245D
Smith, E., & Reid, J. (2018). Using Curriculum Mapping to Articulate Transferable Skill Development in Science Courses: A Pilot Study. International Journal of Innovation in Science and Mathematics Education, 26(7), 52–62.
Sowinski, A., & Taylor, D. (2018). A THREE-TIER EVALUATION RUBRIC FOR THE ASSESSMENT OF GROUP PROJECTS IN CHEMICAL ENGINEERING DESIGN COURSES. Proceedings of the Canadian Engineering Education Association (CEEA), 3302229, 1–121. https://doi.org/10.24908/pceea.v0i0.10506
The Star. (2026). New blueprint will humanise education system. The Star.
Tu, J. C., Liu, L. X., & Wu, K. Y. (2018). Study on the learning effectiveness of stanford design thinking in integrated design education. Sustainability (Switzerland), 10(8), 1–21. https://doi.org/10.3390/su10082649
UNESCO. (2024). UNESCO in action: Education highlights in 2024. https://www.unesco.org/en/articles/unesco-action-education-highlights-2024
Veerasinghan, K., Balakrishnan, B., Damanhuri, M. I. M., & Gengatharan, K. (2021). Design Thinking for Creative Teaching of Chemistry. International Journal of Academic Research in Business and Social Sciences, 11(3). https://doi.org/10.6007/IJARBSS/v11-i3/8979
Wan Yunus, F., & Mat Ali, Z. (2018). Attitude towards Learning Chemistry among Secondary School Students in Malaysia. Asian Journal of Behavioural Studies, 3(9), 63. https://doi.org/10.21834/ajbes.v3i9.61
World Economic Forum. (2023). Future of Jobs Report 2023. In World Economic Forum.
Yuan, M., & Liu, N. (2023). Power and persuasion: The value of message-audience matching and fluency. Current Psychology, 42(21), 17632–17648. https://doi.org/10.1007/s12144-022-02915-4
Zhao, Y. (2023). Correction: Learning for uncertainty: reach for greatness. Educational Research for Policy and Practice, 24(1), 135–135. https://doi.org/10.1007/s10671-023-09363-2
Ramasundram, U. D., & Surif, J. (2026). Developing Transferable Skills through Design Thinking - Infused Project-Based Learning In Pre-University Chemistry Education. International Journal of Academic Research in Business and Social Sciences, 16(5), 463–486.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode