Areej Elsayary, Zayed University

Document Type

Article

Source of Publication

Online Learning Journal

Publication Date

3-1-2026

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.

ISSN

2472-5749

Publisher

The Online Learning Consortium

Volume

30

Issue

1

First Page

213

Last Page

245

Disciplines

Education

Keywords

Design thinking mindset, interdisciplinary STEM courses, technological pedagogical content knowledge, technology-enhanced active learning environment, transformative learning

Scopus ID

105032161355

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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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