Enhancing Critical and Creative Thinking Capabilities in Pre-service Teacher Education: Digital Integration and Pedagogical Innovation in Thailand’s Next Normal Era
Enhancing Critical and Creative Thinking Capabilities in Pre-service Teacher Education: Digital Integration and Pedagogical Innovation in Thailand’s Next Normal Era

Summary/Abstract: Background/purpose. The ongoing digital transformation in education has identified important areas for development in pre-service teachers' preparation to facilitate critical and creative thinking within technology-enhanced learning environments. This study investigated the readiness and implementation of creative and critical thinking skills among pre-service teachers in Thailand during the Next Normal era. Materials/methods. The study employed a comprehensive mixed methods sequential explanatory design, gathering data from 85 preservice teachers and 11 faculty members across multiple higher education institutions. Quantitative data were collected through surveys and assessments, while qualitative insights were obtained through 20 in-depth interviews and four focus group discussions. Results. The findings revealed that data analysis had emerged as the most potent capability with a strong correlation to digital tool proficiency. Project-based learning demonstrated the highest effectiveness rating, though significant implementation challenges were identified. Notable disparities in technological readiness between urban and rural settings highlighted infrastructure challenges. Conclusion. Successful development of critical and creative thinking capabilities requires a balanced approach combining structured support systems, innovative pedagogical strategies, and technological infrastructure, while addressing the specific needs and constraints of different educational contexts. The study contributes to understanding how institutional support, pedagogical approaches, and technological integration influence the development of essential cognitive skills in teacher education.

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