Design thinking and project-based learning (DT-PBL) has emerged as an innovative and transformative educational approach, garnering substantial interest in the educational field in recent years. This review delves into existing literature concerning DT-PBL within the realm of education through a systematic literature review. A thorough exploration of academic databases yielded 14 journals that examine this educational paradigm. Within those journals, two distinct models of DT-PBL emerged, signifying the nascent stage of comprehensive research in this area. These models provide conceptual frameworks for teachers and institutions seeking to integrate DT-PBL into their pedagogical strategies. Furthermore, the articles encompassed strategies for student learning outcomes, facilitating teacher professional development, navigating challenges, and acknowledging potential limitations within the DT-PBL context. The synthesis of the findings revealed that the DT-PBL methodology exhibits a discernible impact on students’ creativity enhancement and refined problem-solving capabilities. DT-PBL is a program that helps students develop critical skills beyond the traditional classroom setting. Simultaneously, the review revealed that DT-PBL has the potential to reshape teacher professional training paradigms. Engaging teachers in DT-PBL experiences empower them with innovative tools to adapt to evolving educational landscapes. This educational model is ready to undergo progressive refinement, evolving into a mature pedagogical methodology that transcends disciplinary boundaries. The rich insights from this review facilitate continued growth and adaptation of DT-PBL in diverse educational settings, thereby enriching the educational experience for students and teachers alike. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
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