Purpose: Double blended learning is a unique and novel integration of teaching and learning contexts described in the 4C/ID paradigm. However, this issue still needs more investigation. The research compares the two levels of integration within the task in the 4C/ID model, i.e., the integration of a face-to-face classroom environment with a real work environment and the integration of a face-to-face classroom environment with a simulated environment, to develop students design thinking and learning outcomes. The design thinking mindset allows learners to develop different levels of cognitive processes, including thinking skills, research skills, learning skills, self-exploration, creativity, and innovation. It also aids them to get set for the labor market and society. Method: This research employed a pre-test, post-test experiment with a control group. The research subjects were selected from students of the educational sciences at Ferdowsi University of Mashhad, Iran. A total of 48 students were selected as a sample using convenience sampling, 24 of whom were randomly allocated to the experimental group and 24 were placed in the control group. Results: Statistical analysis (ANCOVA and MANCOVA) showed that being in the real work environment improved learning outcomes and developed a design-thinking mindset compared to the simulated environment. Conclusions: Acquiring the competency of a design thinking mindset is a complex learning process. Based on the results of this study, it can be said that presence in the real environment improves learning outcomes and the development of design thinking in educational programs for students of educational sciences.

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