Abstract
This study investigates the role of design-thinking activities in developing creativity and empathy among preservice teachers, highlighting the potential of this approach for modern teacher education programs. A mixed-methods design was employed, combining quantitative data from a Likert-scale questionnaire with qualitative insights from open-ended questions. Twenty-eight undergraduate students enrolled in a pedagogical program participated in a series of design-thinking tasks throughout one academic semester. These activities included empathy-building exercises, problem-definition workshops, ideation sessions, lesson prototyping, and peer-feedback exercises. Quantitative analysis indicated that participants perceived significant improvements in both creativity (mean = 4.3) and empathy (mean = 4.1), as well as increased confidence in applying design-thinking strategies in their future teaching practice. Qualitative responses further highlighted the value of iterative and learner-centered problem-solving, emphasizing how the activities helped students understand learners’ perspectives, experiment with instructional strategies, and develop reflective thinking skills. Some participants noted challenges, such as difficulties in defining precise problems and managing time during prototyping, which were generally considered constructive experiences that fostered resilience and adaptability. The findings suggest that design-thinking methodologies not only enhance individual competencies but also promote an integrated mindset combining creativity, empathy, and reflective practice, essential for future teachers navigating complex educational environments. Based on these results, practical recommendations for integrating design thinking into teacher preparation programs are provided, including structured guidance, hands-on exercises, reflective practice, and opportunities for long-term application.