Year: 2025
Type: article
Abstract: This reflective article explores the design, implementation, and impact of EDUJAM, a fast-paced, collaborative learning event inspired by design thinking and service design principles. EDUJAM brought together educators, students, and professionals to co-create innovative solutions for the future of education through experiential learning and interdisciplinary collaboration. By integrating key characteristics of empathy-driven design, co-creation, inclusive collaboration, and a human-centred mindset, EDUJAM fostered an inclusive and psychologically safe environment where participants could experiment, take creative risks, and engage in meaningful problem-solving. The events’ structure blended intentional facilitation with flexibility, ensuring deep learning while maintaining a sense of spontaneity and improvisation. Reflecting on both the online and in-person EDUJAMs, we highlight the transformative potential of design jams as professional learning experiences in education. Our experience underscores the value of alternative, hands-on approaches to learning that empower participants to challenge traditional education models and drive innovation. EDUJAM serves as an example of how collaborative, immersive experiences can foster meaningful change in educational practices.
Authors: Radka Newton, Jean Mutton
Institution: Lancaster University
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410520035