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Exploring Preservice Teachers' Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses

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Title: Exploring Preservice Teachers' Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses
Language: English
Authors: Areej ElSayary
Source: Online Learning. 2026 30(1):213-245.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 33
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Descriptors: Preservice Teachers, Design, Thinking Skills, Technology Uses in Education, Active Learning, STEM Education, Early Childhood Education, Preservice Teacher Education, Foreign Countries, Teacher Certification, Self Efficacy, Transformative Learning, Interdisciplinary Approach, Pedagogical Content Knowledge, Technological Literacy
Geographic Terms: United Arab Emirates
ISSN: 2472-5749
2472-5730
Abstract: This study explores how a technology-enhanced active learning environment, supported by interactive technologies, may influence preservice teachers' perceptions of their design thinking (DT) mindsets in interdisciplinary STEM courses. Using a blend of digital tools and the design thinking process, the research aimed to engage students in activities that promote key DT traits, including managing uncertainty, empathy, mindfulness, collaboration, learning orientation, and creative confidence. Ninety-four preservice teachers from an early childhood education program in a UAE university participated, receiving two weeks of intensive training on digital tools (e.g., Genially, Canva, PowToon, AR/VR apps), concluding in earning an Apple Teaching Certificate. These tools were later utilized to facilitate key components of the DT process, including user empathy, iterative prototyping, and collaborative challenge design, thereby directly supporting the development of DT mindsets within a technology-enhanced framework. This study employed an explanatory sequential mixed-methods approach, beginning with quantitative analysis (mean, standard deviation, and one-sample t-test) and followed by qualitative insights from focus groups. Findings suggest a perceived positive shift across all DT mindset categories, with students reporting enhanced confidence in tackling complex challenges using technology-driven and collaborative techniques. These results should be interpreted with caution due to the absence of baseline (pre-test) data. Nevertheless, they highlight the potential of technology-enhanced active learning frameworks to support the development of mindsets revealed to be effective in STEM education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508216
Database: ERIC
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  Data: Exploring Preservice Teachers' Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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– Name: Abstract
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  Data: This study explores how a technology-enhanced active learning environment, supported by interactive technologies, may influence preservice teachers' perceptions of their design thinking (DT) mindsets in interdisciplinary STEM courses. Using a blend of digital tools and the design thinking process, the research aimed to engage students in activities that promote key DT traits, including managing uncertainty, empathy, mindfulness, collaboration, learning orientation, and creative confidence. Ninety-four preservice teachers from an early childhood education program in a UAE university participated, receiving two weeks of intensive training on digital tools (e.g., Genially, Canva, PowToon, AR/VR apps), concluding in earning an Apple Teaching Certificate. These tools were later utilized to facilitate key components of the DT process, including user empathy, iterative prototyping, and collaborative challenge design, thereby directly supporting the development of DT mindsets within a technology-enhanced framework. This study employed an explanatory sequential mixed-methods approach, beginning with quantitative analysis (mean, standard deviation, and one-sample t-test) and followed by qualitative insights from focus groups. Findings suggest a perceived positive shift across all DT mindset categories, with students reporting enhanced confidence in tackling complex challenges using technology-driven and collaborative techniques. These results should be interpreted with caution due to the absence of baseline (pre-test) data. Nevertheless, they highlight the potential of technology-enhanced active learning frameworks to support the development of mindsets revealed to be effective in STEM education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 213
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Active Learning
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      – SubjectFull: STEM Education
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Certification
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Technological Literacy
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      – SubjectFull: United Arab Emirates
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      – TitleFull: Exploring Preservice Teachers' Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses
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