With the increasing emphasis on interdisciplinary capabilities, practice orientation and user experience in design education, the existing traditional teaching model based on "results orientation" has obvious deficiencies in terms of logical systematization, service awareness cultivation and thinking transfer ability. To this end, this paper introduces the "Double Diamond Model" design thinking method, combines the teaching needs under the background of industry-education integration, and constructs a "user-centered" four-stage teaching path (discovery-definition-development-delivery) to strengthen students' perception of real problems and the construction of logical structures, and design solution capabilities from a service perspective. In the actual teaching implementation, through group research tasks, stage prototype conception, service path map construction, reflection log writing and other methods, students' problem identification ability, solution construction ability and expression feedback ability are comprehensively improved. The qualitative research results show that through open coding and theme induction of students' reflection logs, it can be clearly observed that in the design learning process supported by the Double Diamond Model, the cognitive focus of students gradually shifts from "completing tasks" to "understanding processes" and "optimizing logic". Among the four core reflection themes, "user-centered" ranks first with 38 occurrences, and the keywords are concentrated on "needs, behavior, and experience", reflecting that students have widely realized that the starting point of design should be rooted in user reality rather than subjective assumptions.

Shi Yang, Hai Lin. Application of Double Diamond Model in Design Courses from the Perspective of Industry-Education Integration. International Journal of New Developments in Education (2025), Vol. 7, Issue 7: 148-155. https://doi.org/10.25236/IJNDE.2025.070723.

[1] Williams R, Ali S, Devasia N, et al. AI+ ethics curricula for middle school youth: Lessons learned from three project-based curricula[J]. International Journal of Artificial Intelligence in Education, 2023, 33(2): 325-383.

[2] Dahalan F, Alias N, Shaharom M S N. Gamification and game based learning for vocational education and training: A systematic literature review[J]. Education and Information Technologies, 2024, 29(2): 1279-1317.

[3] Hwang G J, Chang C Y. A review of opportunities and challenges of chatbots in education[J]. Interactive Learning Environments, 2023, 31(7): 4099-4112.

[4] Guaman-Quintanilla S, Everaert P, Chiluiza K, et al. Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity[J]. International Journal of Technology and Design Education, 2023, 33(1): 217-240.

[5] Syarnubi S, Syarifuddin A, Sukirman S. Curriculum Design for the Islamic Religious Education Study Program in the Era of the Industrial Revolution 4.0[J]. Al-Ishlah: Jurnal Pendidikan, 2023, 15(4): 6333-6341.

[6] Boud D, Dawson P. What feedback literate teachers do: an empirically-derived competency framework[J]. Assessment & Evaluation in Higher Education, 2023, 48(2): 158-171.

[7] Kim S, Shim J, Shim J. A study on the utilization of OpenAI ChatGPT as a second language learning tool[J]. Journal of Multimedia Information System, 2023, 10(1): 79-88.

[8] Johnson C C, Walton J B, Strickler L, et al. Online teaching in K-12 education in the United States: A systematic review[J]. Review of Educational Research, 2023, 93(3): 353-411.

[9] Särmäkari N. Digital 3D fashion designers: Cases of atacac and the fabricant[J]. Fashion Theory, 2023, 27(1): 85-114.

[10] Rakhimovna B N. Integration of theory and practice of the dual education system in the field of light industry education[J]. European International Journal of Multidisciplinary Research and Management Studies, 2024, 4(02): 336-341.

[11] Wen Y, Sethakhajarn S, Juichamlong A, et al. Strategies for the Sustainable Development of Industry-Education Integration in Higher Vocational Colleges in Guangdong Province[J]. Higher Education Studies, 2025, 15(1): 245-260.