Abstract
Introduction: The spread of the COVID-19 virus and the supremacy of digital technologies have amplified global market volatility in all industries. This circumstance will have a lasting impact on students' employability, so the education sector, particularly universities, should refocus its learning objectives. Design thinking (DT) is a collaborative and resourceful approach to problem-solving in which the demands of end-users and content creators take precedence. Objectives: In this study, the author seeks to comprehend how design thinking procedures in higher learning institutions inspire innovative behavior among undergraduate students. In light of the extensive literature regarding the adoption of Information and Communication Technology (ICT) in terms of innovative actions, this study integrates two theoretical foundations (i.e., activity theory to mediate the nature of human activity and how its internalization affects mental development) and constructive learning theory to enhance students' innovative action. Methods: The data for this quantitative investigation were acquired using an online survey. A total of 300 questionnaires were delivered to undergraduate university students in the eastern part of Saudi Arabia, of whom 208 responded. SmartPLS was utilized to analyze the data. The methodology proposed in this study aims to cultivate in university undergraduate students the sensibility and techniques of designers that are compatible with technological feasible innovative action. Results: This study addresses technology-assisted education in the context of Saudi Arabia. Students' innovative learning experiences are characterized by autonomy and are supported by design thinking processes mediated by information and communication technology (ICT). On the basis of the findings of this study, the role of empathy and prototype in the DT process appears to be crucial to innovativeness, whereas the roles of define and ideate are detrimental to innovativeness. It has also been determined that ICT indirectly promotes innovative student behavior. Conclusions: Students valued the incorporation of design thinking and ICT in the creation of inventive action to foster creativity in problem-solving skills throughout the digital acceleration. To evaluate the transferability of these findings, future study might be undertaken in other education sectors, such as schools, vocational institutes, and the industry itself. In addition, future data should be analyzed through in-depth interviews or root cause analysis from the perspective of educators and instructional designers.