Effectiveness of a Constructivist Design Thinking Instructional Model on Undergraduate Students’ Creative Product Design Ability

Creativity is a central learning outcome in undergraduate product design education, yet empirically validated instructional models that support systematic creativity development in authentic classroom contexts remain limited. This study investigates the effectiveness of an instructional model integrating constructivist theory with a design thinking approach. The model was implemented over one academic semester with 24 third-year undergraduate product design students in China. Using a single-grou