Although international studies indicate that the use of design thinking in education has increased by almost 30 percent since 2017, the method is still rarely applied by design and art educators in schools—at least in Austria. This conference paper argues that design thinking, which originally emerged from the domains of design and art, needs to be reintegrated into art education in order to address both historical roots and contemporary educational challenges.

The paper first outlines why design thinking has become an established method in general education while remaining underutilized in art classrooms. Methodological critiques—e.g., from the perspective of behaviorism—are taken into account, and the historical necessity of method development in design disciplines is discussed. By situating design thinking in this broader educational and historical context, the paper highlights how its current neglect in art education represents a paradoxical disconnect between method and origin.

In light of contemporary debates on 21st-century competencies, the paper emphasizes the unique relevance of design thinking: it enables students to experience collaboration, creativity, critical thinking, problem-solving, and communication in an integrated manner. As such, it aligns with international educational policy agendas as well as with current discourses on sustainable, interdisciplinary, and inclusive learning.

To support practical implementation, the paper presents a model for the integration of design thinking into school art education, including a framework for student self-assessment and selected case examples of design thinking in artistic and cross-disciplinary contexts. These examples demonstrate how design thinking can foster both creative processes and reflective competencies, offering new perspectives for art educators who aim to connect tradition, innovation, and future skills in the classroom.

Keywords: Re-claiming Design Thinking, Applied Design Thinking, 4Cs (communication, collaboration, creativity, and critical thinking), 21st Century Skills, Art and Design, Technology and Design, Teaching Methodology.