Enhancing Empathy through Cross-Border Design Thinking Projects, BIP-ID: 2024-1-DE01-KA131-HED-000204730-1

BIIP Coordination: Heilbronn University of Applied Sciences, D HEILBRO01

BIP Partners (3): Haaga-Helia University of Applied Sciences, SF HELSINK40 (Finland); University of Rijeka, HR RIJEKA01 (Croatia); FH JOANNEUM GESELLSCHAFT MBH; A GRAZ09 (Austria)

The BIP “Enhancing Empathy through Cross-Border Design Thinking Projects” aimed to foster empathy and interdisciplinary collaboration among students through a Design Thinking course based on the objectives of Sustainable Development Goal (SDG) 11. SDG 11 promotes inclusive, safe, resilient, and sustainable cities and communities.

The initiative brought together undergraduate students from the fields of Design and Computer Science, as well as master's students in Software Engineering from European higher education institutions. Its primary objective was to familiarize participants with the Design Thinking methodology in an intercultural and interdisciplinary environment and to encourage them to engage in problem-solving and user-centered design as responses to pressing urban challenges such as sustainable housing, mobility, cultural heritage, and the environmental impacts of urbanization.

Through this format, the project sought not only to provide students with practical design and technical skills but also to evaluate how interdisciplinary and international collaboration contributes to the development of empathy.

The implementation of the Erasmus Blended Intensive Programme (BIP) was highly successful overall and fully aligned with the planned objectives and activities. A total of ten interdisciplinary and intercultural teams, consisting of students from Heilbronn University of Applied Sciences, FH Joanneum, the University of Rijeka, and Haaga-Helia University of Applied Sciences, collaborated on challenges related to SDG 11: Sustainable Cities and Communities.

The programme followed a clearly structured blended learning approach. During the preparatory online phase, students were supported through a joint kick-off event, continuous tutoring, weekly assignments, and targeted input from experts. This phase focused particularly on developing competencies in collaborative and self-organized learning, while also preparing participants academically for the on-site phase. Already during this stage, the teams applied selected Design Thinking methods to systematically analyze the needs of potential users and derive initial problem definitions.

The one-week physical mobility phase enabled intensive, practice-oriented collaboration. Using Design Thinking methodologies, the teams developed user-centered solutions, which were iteratively refined, prototyped, and tested. The structured innovation process was supported through feedback loops, peer learning activities, and coaching provided by the participating lecturers. The programme concluded with a pitch presentation before an international panel of experts.

As a tangible outcome, ten prototypes were developed and subsequently further refined and tested within the respective institutional contexts. The results were characterized by a high degree of innovation, practical relevance, and a wide variety of solution approaches. Feedback from participants was overwhelmingly positive and confirmed the high quality and relevance of the programme format.

With regard to learning outcomes, participants achieved measurable competence gains in several key future skills. In addition to applying Design Thinking methods, the programme particularly fostered critical thinking, creative problem-solving, and the ability to deal with uncertainty and complex challenges. Furthermore, participants strengthened their competencies in international teamwork, intercultural communication, self-management, reflective practice, and iterative innovation processes. These skills make a direct contribution to the participants’ employability.

The BIP also made a significant contribution to the internationalization of teaching and learning. In addition to student collaboration, the programme facilitated an intensive professional exchange among the participating lecturers, particularly regarding pedagogical approaches to teaching Design Thinking within the framework of Problem-Based Learning (PBL). This exchange has laid the foundation for the further development of joint educational formats.

In terms of impact and sustainability, the cooperation has already demonstrated lasting effects. A new edition of the BIP with the participating partner institutions is currently being planned. In addition, the teaching and learning formats developed within the programme, as well as the project outcomes, will be integrated into existing curricula and gradually transferred to other educational contexts. All participating lecturers actively contributed to the design, implementation, and quality assurance of the programme.