學校領導由早期權威式領導到當今後現代的民主多元領導，學校領導人顯然要因應環境脈絡及時代趨勢傾聽多元的聲音，包含學校教師、家長、學生 社區人士、政策執行者等意見，都宜納入治校的理念與實務。設計思考是以同理心及以人為中心作為設計的開端，具體而言，設計思考包含同理心、定義問題、發想、製作原型、測試等階段，此種思維模式已廣泛運用在各領域複雜問題之解決。爰此，強調同理心及了解使用者需求的設計思考，對於新世紀學校領導重視人員參與、多元對話、整合各方意見及力量的學校治理模式，有諸多啟示及參考之處。學校校長宜從「領導者即管理者」（leader as manager）轉變為「領導者即設計者」（leader as designer）。基於此，本文建構教育設計思考模式內涵，並提出設計思考融入學校領導的實踐與省思，以及設計思考在課程教學的應用，至本文結語則歸納提出教育設計思考531模式，冀望對於設計思考在學校領導的實踐應用，能提供另一種思維及途徑。

School leaders have evolved from early authoritative leadership to today’s postmodern democratic pluralistic leadership. Obviously, school leaders must listen to diverse voices in accordance with environmental context and trends of the times, including the opinions of school teachers, parents, student community members, policy implementers, etc. All should be incorporated into the concepts and practices of school management. Design thinking is the beginning of design with empathy and human-centeredness. Specifically, design thinking includes stages such as empathy, problem definition, idea generation, prototyping, and testing. This thinking model has been widely used in various fields. Design thinking that emphasizes empathy and understanding of user needs has many inspirations and references for the school governance model in the new century that school leaders value participation, diverse dialogue, and the integration of the opinions . School principals should change from “leader as manager” to “leader as designer”. Based on this, this article constructs the connotation of the educational design thinking model, and proposes the integration of design thinking into the practice and reflection of school leaders and the application of design thinking in curriculum teaching. At the conclusion of this article, the 531 model of educational design thinking is summarized, hoping to improve the application of design thinking in schools.