Digital Intelligence and Design Thinking to Improve Self-Directed Learning in Graduate Education

In this study, the authors developed and empirically validated a dual core driven self-directed learning model for design graduate students, integrating digital intelligence empowerment and design thinking. Responding to the weaknesses of traditional instructor-centered education and the underexplored role of digital tools in design education, the authors built the framework on self-determination and self-regulated learning theories. The framework features five core dimensions: goal alignment, resource management, process regulation, collaborative learning, and reflective capability building. The authors verified the model through two rounds of iterative curriculum intervention. Findings confirmed that the dual core approach significantly strengthens learners' autonomy, adaptive regulation, collaboration, and reflective capabilities. The model offers a scalable, theory-grounded paradigm for digitally enabled graduate education reform and aligns with the needs of modern design practice.