This article explores the psychological and pedagogical underpinnings of developing design skills, emphasizing the interplay between cognitive processes, emotional factors, and instructional methodologies. Drawing on creativity research, it highlights the dual importance of convergent and divergent thinking in generating and refining novel solutions. It addresses how self-efficacy and mindset influence learners’ willingness to engage with iterative, challenging tasks, and discusses the role of motivation and resilience in fostering a culture of experimentation. The paper also underscores the significance of teacher guidance and supportive classroom environments, illustrating how student-centered approaches, collaborative learning, and reflective practices can enhance design competencies. Additionally, it examines the impact of digital tools, cultural contexts, and the balance between mastery and performance goals on students’ creative abilities. By considering these interrelated factors, educators can implement strategies that not only build students’ technical expertise but also instill adaptability, empathy, and innovative thinking. Ultimately, the article argues that a holistic understanding of psychological and pedagogical principles is essential for developing design skills that prepare learners to address complex challenges in an evolving global landscape.

Design skills, Psychological factors, Pedagogical strategies

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