Blended Learning Platform Using Design Thinking Method for Reinforcing Students’ Information, Media, and Technology Skills

This study presents the development and evaluation of a blended learning platform guided by the design thinking methodology to enhance undergraduate students’ Information, Media, and Technology (IMT) skills. A quasi-experimental design was employed involving 60 participants, divided into an experimental group receiving instruction via the platform and a control group receiving conventional instruction. The platform was developed using a five-stage design thinking process, integrating empathic learning design with digital tools and interactive components. Data collection included pre-and post-tests of IMT competencies and academic achievement, expert evaluations, and student satisfaction surveys. Statistical analyses—Multivariate Analysis of Variance (MANOVA), Cohen’s d, and partial eta squared (η²)—revealed that students in the experimental group showed significantly higher gains in both IMT skills and academic performance compared to the control group (p < 0.01). The platform also received high ratings for instructional quality and learner engagement. Findings indicate that a blended learning environment, when structured through design thinking, can effectively support the development of 21st-century competencies. This model holds potential for broader application in higher education contexts, promoting critical thinking, learner autonomy, and digital literacy.