Abstract
This study investigated the effectiveness of a mathematics curriculum integrating Design Thinking (DT) and Project-Based Learning (PjBL) to enhance university students’ creativity and promoting conceptual change. A quasi-experimental design was implemented over 10 weeks with 72 students, including an experimental group (DT-PjBL, n = 36) and a control group (traditional instruction, n = 36). Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT), whereas conceptual understanding was examined through cognitive tests and concept maps. Semi-structured interviews provided qualitative support. Results showed that, compared with traditional instruction, DT-PjBL was associated with stronger performance in originality, flexibility, and elaboration, whereas no significant between-group difference was observed for fluency. Within the experimental group, originality increased from 61.67 to 67.19, flexibility from 17.67 to 19.00, and elaboration from 91.64 to 97.84. Concept map analysis further indicated greater growth in higher-order dimensions, particularly relationships (logical connections) and cross-links (knowledge integration), in the experimental group. For conceptual understanding, the experimental group achieved a higher adjusted post-test mean than the control group (80.41 vs. 75.11; F = 14.60, p < 0.05). The experimental group also reported a higher mean cognitive load than the control group (5.98 vs. 3.84). These findings suggest that the DT-PjBL framework was associated with improvements in mathematical creativity and conceptual understanding, particularly through iterative problem-solving, collaboration, and reflection. DT-PjBL therefore shows promise for university mathematics curricula aimed at strengthening higher-order thinking, although careful management of students’ cognitive load remains important.
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The authors extend our special gratitude to the students who participated in the course, whose involvement was instrumental in the successful completion of this study.
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All procedures in this study conformed to the Declaration of Helsinki and its subsequent amendments or equivalent ethical standards. The research protocol, including the quasi-experimental design involving instructional intervention, was reviewed and approved by the Human Research Protection Committee of [redacted for review] (Approval No. HR1-0604-2025) on January 3, 2025. Written informed consent was obtained from all participants prior to data collection. Participants were assured of their right to withdraw at any time without penalty, and all data were anonymized to protect confidentiality. This research is purely academic in nature, with no commercial or other non-academic interests.
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Written informed consent was obtained from all participants on March 2, 2025, after they were fully informed about the background, purpose, and procedures of this study. Participation was entirely voluntary, and participants retained the right to decline participation or withdraw at any time by notifying the researchers, without facing any discrimination or retaliation, and without their rights being affected. We strictly maintained confidentiality and anonymity, and the collected data were used solely for this research. Participants reconfirmed their consent at the time of data collection.
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Yao, D., Ning, Y., Li, F. et al. The impact of mathematics curriculum based on the DT-PjBL framework on college students’ creativity and conceptual change. Humanit Soc Sci Commun (2026). https://doi.org/10.1057/s41599-026-07379-6
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DOI: https://doi.org/10.1057/s41599-026-07379-6
