Enhancing Engineering Students’ Problem-Solving Outcomes Through the Integration of Design Thinking and TRIZ: A Quasi-Experimental Study

Abstract

This study investigates the influence of embedding TRIZ (Theory of Inventive Problem Solving) within a Design Thinking framework on engineering students’ problem-solving performance. The study employed a quasi-experimental design with 68 undergraduate engineering students who were assigned to two groups: a control group using Design Thinking (DT) and an experimental group using DT combined with TRIZ. The pedagogical design challenge students tackled was the development of learning tools for neurodiverse children. Final solutions were appraised using a rubric that assessed creativity, originality, technical feasibility, and systematic coherence. Independent samples t-test analysis confirmed no significant differences in creativity and originality between groups; however, statistically significant improvements were observed in technical feasibility and systematic coherence in DT+TRIZ condition (p < 0.05). These results indicate that design thinking and TRIZ can enrich student solutions with high technical quality while not undermining creativity. These findings suggest that hybrid innovation frameworks can help engineering students balance creative ideation with technical rigor in complex problem-solving contexts.