This study examines learning outcomes by applying design thinking to logic and writing in the area of education, educational philosophy and in history classes. It also provides basic data on whether to expand the application to other classes. The results of the study are as follows: First, in creative thinking competency, the average score of the students was higher than before in all divergent thinking abilities, adventure and curiosity, intellectual inquiry, but not for original flexibility. The difference between the means was statistically significant (p < .05). Second, in emotional intelligence improvement, the average was higher than before in all forms of emotion recognition and expression, empathy, thinking promotion, and emotion utilization. Only with emotional regulation did the average score not increase. The difference between the means was statistically significant (p < .05). Third, design thinking was effective in five categories of learning outcomes. From this study, we found that using design thinking is meaningful in improving the ability of students to solve problems related to creative thinking and emotional intelligence.