Proficiency in design thinking (DT) can contribute to the success of many companies. Successful implementation of DT can be achieved by identifying its Critical Success Factors (CSFs). Critical success factors are items or actions that should be present in a particular project or situation in order to be successful. However, to date, there has not been any formal study on synthesizing the critical success factors for a successful DT implementation based on existing research. In light of this, the aim of this paper is to develop a conceptual framework that proposes factors that may play a role in influencing the success of the DT implementation. Based on best practices and protocols from thematic analysis, we analyzed and synthesized extant literature in order to recognize research topics from the selected papers and categorize them into specific themes to build a framework. This study significantly contributes to the body of knowledge related to DT by offering the first attempt to identify CSFs for DT implementation, which can allow companies to take required precautions to elude failures or problematic areas and be able to increase the success rate of implementing DT

Teacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.