Abstract:

In the evolving landscape of higher education, fostering student well-being through innovative pedagogical approaches has become increasingly crucial, especially considering the effectiveness of preventative interventions in reducing mortality by 40% due to unhealthy behaviors and lifestyles (Perera N, Agboola S., 2019). Aligned with the third Sustainable Development Goal, which aims to ensure healthy lives and promote well-being for all at all ages, there is a growing imperative to adapt current educational approaches to encourage self-care. University students, particularly vulnerable during their years of study, often engage in behaviors detrimental to health and well-being, such as physical inactivity, stress, and poor dietary habits. Recognizing this, our institution has undertaken a curriculum redesign, incorporating a requirement that all university students acquire the competence to implement a self-care project for their health and well-being.

This work presents design thinking as a transformative tool for promoting self-care and well-being among university students, within the framework of a Global Shared Learning Classroom (GSLC). Design thinking encompasses various models but generally can be described as a social technology. It offers a structured and creative problem-solving method that emphasizes engagement, dialogue, and learning to enable and accelerate successful innovation (Jarrett, Caitlin et al., 2022).

An interdisciplinary elective course, introduced to first-year students across all majors, serves as the platform for this exploration. Utilizing design thinking's structured yet creative problem-solving methodology, the course encourages students to design their own self-care proposals. Spanning 6 weeks, it provides a comprehensive framework for students to establish, implement, and reflect on their health objectives, with the overarching aim of embedding lifelong well-being practices.

This initiative gained an international dimension through the GSLC model, fostering cross-cultural collaboration between Tecnológico de Monterrey and the University of Johannesburg. This model leveraged a suite of digital tools—including a dedicated project website, Padlet for collaboration, Zoom for live sessions and communication, and Flip for reflective video sharing—to support synchronous and asynchronous interaction among 440 students and 11 faculty members from the two universities.

Preliminary findings highlight the effectiveness of design thinking in empowering students to take ownership of their well-being, with positive repercussions extending into their wider communities. The course has not only facilitated a significant shift in students' attitudes towards health and wellness but also exemplified the potential of Global Shared Learning Environments in addressing universal challenges in education and personal development.

Keywords:

Design thinking, creativity, Global Shared Learning Classroom, students Self-care and wellbeing.