Areej ElSayary, Zayed University

Document Type

Article

Source of Publication

Eurasia Journal of Mathematics Science and Technology Education

Publication Date

1-1-2025

Abstract

Promoting innovation in education through enhanced design thinking (DT) mindsets among teachers is a central goal. This study examines the use of reflective practice within an upskilling STEAM training program to achieve this enhancement. The upskilling training initiative examined in this research encompasses a ten-week instructional session characterized by a hybrid learning methodology under the guidance of an instructor. An explanatory mixed method design is employed, starting with a quantitative method (teachers’ survey) followed by a qualitative method (focus group discussion). The participants were in-service K-12 teachers (n = 55) from charity schools across Northern Emirates in the United Arab Emirates. The main results demonstrate that reflective practice significantly contributed to developing teachers’ DT mindsets, fostering empathy, creative confidence, and the ability to navigate uncertainty. Teachers reported increased confidence in guiding students through open-ended problem-solving tasks and adapting their instructional strategies to address feedback from students and peers. This research highlights reflective practice's transformative potential in elevating teachers’ DT mindsets. For example, through iterative reflection, teachers were better equipped to design STEAM challenges that connect with real-world problems, allowing students to apply creativity and critical thinking. It demonstrates the link between the upskilling STEAM program and the cultivation of innovative teaching methods, equipping educators to nurture creativity and problem-solving skills in students, thereby enriching education.

ISSN

1305-8215

Volume

21

Issue

3

Disciplines

Education

Keywords

design thinking mindsets, innovation process, reflective practice, social psychology

Scopus ID

85219516438

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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