Learning Activity Model Using Design Thinking Process to Develop Innovative Thinking Skills of Pre-Service Teachers
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| Title: | Learning Activity Model Using Design Thinking Process to Develop Innovative Thinking Skills of Pre-Service Teachers |
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| Language: | English |
| Authors: | Wisathorn Thanukit, Somchai Muangmool |
| Source: | Higher Education Studies. 2026 16(1):123-135. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Thinking Skills, Design, Skill Development, Foreign Countries, Learning Activities, Models, English (Second Language), College Students, Language Teachers, Innovation, Preservice Teacher Education |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This research aimed to (1) create and determine the efficiency of a learning activity model using design thinking process to develop innovative thinking skills of pre-service teachers according to the 75/75 criteria, and(2) develop innovative thinking skills of pre-service teachers using the model. The research followed the Research and Development (R&D) approach in two phases. Phase 1 involved creating and determining model efficiency with 39 second-year English major pre-service teachers from Lampang Rajabhat University (semester 2/2021), selected through purposive sampling. Phase 2 involved implementing the model with 85 second-year English major pre-service teachers (semester 2/2022). Both groups enrolled in Material Development and Learning Innovations in English Language Teaching. Research instruments included the learning activity model using design thinking process, an innovative thinking skills assessment form, and a test. Data were analyzed using percentage, mean, and standard deviation. Research findings revealed that the created model consisted of six stages: 1) Journey into Learners' World, 2) Innovation Spark Targeting, 3) Creative Explosion, 4) Learning Sculpture, 5) Real-World Testing, and 6) Reflect and Share. The model demonstrated an efficiency rating of 77.28/80.37, exceeding the 75/75 criteria. Pre-service teachers demonstrated overall innovative thinking skills at a good level (mean = 2.32, S.D. = 0.52). When comparing post-learning test scores with the established criteria, pre-service teachers achieved a mean scoreof 15.02 (S.D. = 0.93), representing 75.12%, which exceeded the established 75% criterion. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505510 |
| Database: | ERIC |
| Abstract: | This research aimed to (1) create and determine the efficiency of a learning activity model using design thinking process to develop innovative thinking skills of pre-service teachers according to the 75/75 criteria, and(2) develop innovative thinking skills of pre-service teachers using the model. The research followed the Research and Development (R&D) approach in two phases. Phase 1 involved creating and determining model efficiency with 39 second-year English major pre-service teachers from Lampang Rajabhat University (semester 2/2021), selected through purposive sampling. Phase 2 involved implementing the model with 85 second-year English major pre-service teachers (semester 2/2022). Both groups enrolled in Material Development and Learning Innovations in English Language Teaching. Research instruments included the learning activity model using design thinking process, an innovative thinking skills assessment form, and a test. Data were analyzed using percentage, mean, and standard deviation. Research findings revealed that the created model consisted of six stages: 1) Journey into Learners' World, 2) Innovation Spark Targeting, 3) Creative Explosion, 4) Learning Sculpture, 5) Real-World Testing, and 6) Reflect and Share. The model demonstrated an efficiency rating of 77.28/80.37, exceeding the 75/75 criteria. Pre-service teachers demonstrated overall innovative thinking skills at a good level (mean = 2.32, S.D. = 0.52). When comparing post-learning test scores with the established criteria, pre-service teachers achieved a mean scoreof 15.02 (S.D. = 0.93), representing 75.12%, which exceeded the established 75% criterion. |
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| ISSN: | 1925-4741 1925-475X |
