The impact of the design thinking model on pre-service teachers' creativity self-efficacy, inventive problem-solving skills, and technology-related motivation.

Creativity and problem-solving are 21st-century skills that students must have to respond to the complex world dominated by technology. Teaching activities integrating Design Thinking (DT) have the potential to cultivate individual skills. As future in-service teachers, pre-service teachers need to understand DT so as to be able to use it in their future classrooms. In line with this, the present study aimed to explore the effects of the Stanford DT model on pre-service teachers' creativity self-efficacy, inventive problem-solving skills, and technology-related motivation. Quasi-experimental research with a pre- and post-test control group design was applied in the current study. A total of 70 pre-service teachers participated in this study, consisting of 36 experimental group (EG) students who learned with the DT model approach and 34 control group (CG) students who learned with a regular instructional approach. Design Thinking Activities were completed in 12 weeks, with three activities in the Modern Educational Technology (MET) course. The creativity self-efficacy, inventive problem-solving skills, and technology-related motivation scale were used to collect data before and after the experiment. An independent t test, Mann–Whitney U test, and Wilcoxon Test were used to analyze the data. The results indicated that there were significant differences in technology-related motivation, creative self-efficacy, and inventive problem-solving skills between the CG and EG students. The Stanford DT model integrated with the MET course was conducive to enhancing pre-service teachers' creativity self-efficacy, inventive problem-solving skills, and technology-related motivation in the context of the technological literacy course. Implications for the findings of this study are discussed. [ABSTRACT FROM AUTHOR]