Design thinking has become one of the most effective forms of instruction for developing competence and skills of people in the 21^st century. Instructors have increasingly employed this approach to facilitate the students’ learning effectiveness in an educational setting. Little research has been conducted on the examination of the complexity of integrative development, from the different aspect of skills facilitated by design thinking in Psychology courses. The study was conducted in two stages and had two aims. The first aim was to develop a Questionnaire on Learning Experiences in Design Thinking (QLEDT), and the second was to propose an integrative development framework for design thinking. A total of 105 students from two courses participated in the study. The quantitative results demonstrated that the interactive collaboration and integrative learning experience, including creativity, problem-solving, life-problem discovery, participation, and course content application, had a positive experience on the students. The qualitative results supported the findings of the questionnaire, and an integrative development framework of design thinking was proposed. Design thinking can stimulate the students’ competence in higher-order thinking skills, interactive collaboration, their characteristics (i.e., empathy, personality, self-confidence, self-worth), and their learning strategies.

设计思维已成为 21^世纪发展人们能力和技能的最有效的教学形式之一。世纪。教师越来越多地采用这种方法来促进学生在教育环境中的学习效率。很少有研究从心理学课程中设计思维促进的技能的不同方面来考察综合发展的复杂性。该研究分两个阶段进行，有两个目标。第一个目的是开发设计思维学习体验问卷（QLEDT），第二个目的是提出设计思维的综合发展框架。共有来自两门课程的105名学生参加了这项研究。定量结果表明，互动协作和综合学习体验，包括创造力、解决问题、发现生活问题、参与和课程内容应用，给学生带来了积极的体验。定性结果支持了问卷调查结果，提出了设计思维的综合发展框架。设计思维可以激发学生在高阶思维技能、互动协作、他们的特征（即同理心、个性、自信、自我价值）和他们的学习策略方面的能力。