Design Thinking (DT) is a creative, human-centered, and iterative approach that fosters innovation through collaborative problem-solving. Its adoption in education has grown significantly, as it promotes interdisciplinary engagement and creative solutions to complex challenges. However, the intrinsic uncertainty of DT processes, coupled with the need for effective teamwork and decision-making, presents challenges in structuring collaboration and ensuring process efficiency.

Research on collaborative learning and innovation highlights the role of structured interactions in optimizing group performance. Defined team roles can enhance coordination, facilitate communication, and support decision-making, contributing to a more structured and effective DT process. Building on this premise, this study investigates the impact of introducing predefined roles within DT teams in an educational context, particularly in small schools.

A pilot validation was conducted within the INDIRE-led training workshops for small Italian schools, involving 40 teachers and school leaders with varying levels of experience in education and DT. Participants were assigned one of four predefined roles, designed to optimize team coordination and enhance problem-solving efficiency. The roles were presented through structured role cards, providing guidance and facilitating interactions during DT activities.

Following the workshops, participants completed an anonymous questionnaire comprising both Likert-scale items and open-ended questions to assess their perceptions of the role structures and their impact on collaboration. Quantitative data from the questionnaire were first analyzed using descriptive statistics to evaluate the perceived effectiveness of the predefined roles in terms of clarity, coordination, and process efficiency. Based on these findings, a subsequent qualitative validation phase will be conducted to further explore how participants experienced and interpreted the predefined roles in practice, identifying possible refinements and adaptations. Open-ended responses and group discussions will be analyzed through thematic analysis to detect emerging patterns, challenges, and suggestions for improving the role definitions.

Preliminary findings suggest that structured roles improved task distribution clarity and team coordination. However, participants also highlighted the need for greater adaptability of role definitions to different educational settings. These results provide valuable insights into the potential of role-based approaches in DT for school innovation, particularly in small and resource-constrained educational environments. The findings lay the groundwork for further research on structured team dynamics in DT, aiming to refine role definitions and enhance their applicability in fostering educational innovation.

Keywords: Design Thinking, structured roles, school innovation.