That while educators believed children are the future, they did not realise that we could help them become creative, empathetic and responsible TODAY. This often led to children graduating with the I CAN’T mindset.

Watch Kiran share the incident which sparked the creation of the Design for Change (DFC) initiative.


Try the empathy lens:

We highly recommend that you try out the FIDS process yourself. See what bothers you in your school or in your own community, and imagine the best solution with your co-workers or friends and implement it. Experience what it feels like and share with others.


  • When adults think, they tend to often not think with children at the centre – we noticed that for many adults, the natural thinking was that for anything large or world/life changing to happen, it has to be only adults who can drive the change.

  • As school leaders and teachers, we were very excited to see that when we offered voice to our students and when we empowered that voice of the child, the way they took action and agency was remarkable.

  • For us, another significant observation was that design thinking conventionally had been considered niche and a design studio's prerogative. It has often been looked upon as an uncommon capability of innately gifted individuals.



a group of adults, teachers and leaders spearheaded a new belief about students so that EVERY TODAY the world woke up to the potential of children?


The simple four step framework of FIDS alongside knowledge partners from around the globe, with the mission of enabling every child to graduate with the ‘I CAN mindset’ – not by chance, but by design!

The four steps were simple to understand and implement:
FEEL – empathy
IMAGINE - ethics
DO – excellence
SHARE – elevation

Children loved this framework and soon their stories of change began pouring in from villages and cities all over the world.

Over the years, the fallout of this program has been the instilling of the ‘I CAN Mindset’ in children across 65 countries, who now confidently say - “I’m not helpless, change is possible and I can drive it!”



This process video helps make visible the design and implementation of DFC projects.


In the above video you will get a glimpse of the Feel-Imagine-Do-Share process in action, as well as see the impact of DFC on the children and adults who have taken up the challenge.

Visit www.dfcworld.com to view more videos of DFC stories from across the globe.


In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 03:48

    FAQ Video

    Watch Asma share some interesting insights on the ‘Design for Change’ program and her recommendations for its implementation.

  • 05:05

    Impact Video

    Watch how DFC has impacted Asma’s practice and helped her to become a channel for taking the ‘I CAN Mindset’ to the world.

  • 02:26

    Teacher voice

    Teachers at the I CAN awards share the impact of the DFC process on their kids!

  • 01:37

    Student voice

    Hear from students who have made a change in their communities speak about how DFC has in turn changed them!


  • Leverage the DFC FIDS framework to build empathy and problem-solving skills in your students. A good starting point is to ensure that every class does at least one DFC project annually.

  • If you are struggling to find effective content and lesson plans for your Moral Science/SUPW/CAS projects, DFC offers a great way to make these sessions meaningful.

  • Encourage your educators to get on to the DFC website (www.dfcworld.com), join the ‘I Can Challenge’, and encourage students to submit their stories to become a part of the biggest global movement of change.

  • Spotlight and highlight the projects done by students in your interactions with parents and the community.