INTEGRATING MIND MAPPING AND DESIGN THINKING IN ENGLISH LANGUAGE TEACHING: A METHODOLOGICAL FRAMEWORK

Abstract

Twenty-first-century English language classrooms increasingly demand strategies that develop not only linguistic accuracy but also creativity, collaboration and critical thinking. This article proposes a methodological framework that combines two learner-centred strategies: mind mapping, a visual technique for organising ideas around a central concept, and design thinking, a human-centred, iterative problem-solving process. Drawing on dual coding theory, cognitive load theory, constructivism and task-based language teaching, the article explains why the two strategies complement each other and presents a five-stage instructional model (Empathise, Define, Ideate, Prototype, Test) in which mind maps serve as the cognitive and linguistic scaffold of each stage. Practical classroom procedures, a sample four-lesson unit, an assessment rubric and guidelines for teachers are provided, and the advantages and limitations of the approach are discussed. The framework is intended for secondary school, college and university EFL contexts at B1–C1 levels.