MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
55
ENHANCING THE INTELLECTUAL COMPETENCE OF PROSPECTIVE
TEACHERS THROUGH THE PEDAGOGICAL IMPLEMENTATION OF
THE DESIGN THINKING APPROACH
Urinov Rustambek Yokubjonovich
Teacher Assistant at the Fergana state technical university
https://doi.org/10.5281/zenodo.15747462
Annotation:
In the context of modern educational reforms, developing the
intellectual competence of future teachers is increasingly critical. Design
thinking, an innovative pedagogical approach, has been shown to cultivate
essential cognitive skills in learners. This article explores practical
implementation of design thinking in teacher education and examines how these
methods can enhance prospective teachers’ analytical, creative, and
collaborative abilities. We situate our discussion in Uzbekistan’s educational
context, where policy emphasizes modern teaching methods. Uzbekistan’s
students scored significantly below the OECD average on PISA 2022 creative-
thinking tests, highlighting a need for innovative pedagogy. Drawing on
empirical studies, we find that integrating design-thinking activities (e.g. team-
based projects, prototyping lessons) in teacher training yields improvements in
critical thinking, empathy, and problem-solving among trainees. We conclude
that adopting design thinking in teacher education can significantly boost
intellectual competence among future teachers, aligning with national education
goals in Uzbekistan.
Keywords:
design thinking, intellectual competence, prospective teachers,
teacher education, pedagogical innovation.
Recent global education reforms emphasize preparing teachers who can
foster creativity and critical thinking in students. In Uzbekistan, government
initiatives call for modernizing teaching methods to improve education quality.
President Mirziyoyev has noted that “if the methodology of teaching at school
does not change, the quality, content and environment of education will not
change”, underscoring the need for innovative pedagogical approaches.
Developing prospective teachers’ intellectual competence – including analytical,
creative, and problem-solving skills – is thus seen as essential for educational
improvement. In this context, intellectual competence refers to the ability to
think analytically and creatively, encompassing skills such as analysis, synthesis,
abstraction, and critical thinking. Strengthening these competencies in teachers
will enable them to design effective lesson plans and adapt to new learning
challenges.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
56
Design thinking is a structured, human-centered process for solving
complex problems that inherently promotes these intellectual skills. It typically
involves stages such as empathizing, defining problems, ideating solutions,
prototyping, and testing . As a multi-phase approach, it encourages collaboration
and real-world application of ideas. For example, research shows that design-
thinking projects help students develop critical, analytical, and evaluative
thinking skills in tackling science or social problems. Recent studies in teacher
education identify key DT competencies – such as empathy, experimentation
and collaboration – as central to modern teaching practice. These findings
suggest that pedagogical implementation of design thinking could effectively
enhance prospective teachers’ intellectual competence by engaging them in
authentic, student-centered problem solving.
This paper examines how the design thinking approach can be applied in
teacher education to strengthen the intellectual competencies of future
educators. We focus on practical methods – such as collaborative workshops,
project-based assignments and reflective activities – that align with Uzbekistan’s
educational context and global best practices. After a review of relevant
literature, we describe a methodology for integrating design thinking in teacher
training, discuss observed outcomes from such interventions, and draw
conclusions about its pedagogical impact on teacher candidates.
Intellectual Competence in Teacher Education. In education literature,
intellectual (or intellectual- pedagogical) competence often refers to a set of
cognitive and analytical skills that a teacher must possess. Kachalov et al. note
that intellectual competence is characterized by abilities for analysis, synthesis,
abstraction, flexibility, and creative thinking. In a teaching context, this means
applying knowledge innovatively, solving pedagogical problems and continually
improving one’s methods. For instance, a teacher with high intellectual
competence is able to conduct research, develop effective instructional
programs, and adapt to new educational demands. Developing these
competencies in teacher trainees is a priority of contemporary higher education,
as it ensures that future teachers can meet complex learning challenges and
support student-centered instruction.
Design Thinking in Education. Design thinking has gained prominence as an
educational strategy for fostering creative and critical skills. It is defined as an
analytical and creative process involving experimentation, modeling,
prototyping, feedback and redesign. Unlike traditional lesson planning, design
thinking involves repeated iteration, always centering on learners’ needs.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
57
Integrating design thinking into classroom practice creates dynamic, student-
centered learning environments aligned with 21st-century skills. For example,
classroom studies show that when students engage in DT projects, they become
more active learners, collaborating to solve real problems and thus improving
their understanding of content. Notably, Purwasih et al. report that design-
thinking activities significantly enhance students’ critical and evaluative
thinking in science tasks. In short, design thinking in education is associated
with higher engagement, deeper learning and the development of transferable
skills such as problem-solving and teamwork.
Design Thinking in Teacher Training. A growing div of research examines
how design thinking can be specifically applied to teacher education. Purwasih
et al. (2024) developed a framework identifying empathy, experimentation (i.e.
creative ideation), optimism, feedback-seeking, and collaboration as core
design-thinking competencies for prospective teachers. They argue that building
these competencies is crucial in a complex educational environment. Similarly,
Novo et al. (2023) emphasize that successfully implementing design thinking in
schools requires that teachers themselves receive proper training. They
analyzed secondary-school teachers in Europe and proposed a model for teacher
development that includes DT skill-building. In their view, teachers need to be
equipped to guide, support and give feedback on DT activities in classrooms.
Overall, the literature suggests that engaging pre-service teachers in design-
thinking activities – such as collaborative lesson-design projects – can help them
internalize an innovative mindset. By practicing user-centered problem solving
and iterative refinement, trainees develop the very intellectual skills (critical
thinking, creativity, adaptability) that teacher education seeks to cultivate.
To illustrate practical implementation, we outline a pedagogical model for
integrating design thinking into teacher education programs. Key components
include experiential workshops, collaborative projects and reflective practice.
Below are proposed steps for a design-thinking module in a teacher- training
context:
Design Thinking Workshop: Introduce prospective teachers to the
principles and stages of design thinking. Through interactive lectures and hands-
on exercises (e.g. case analyses or simple prototyping games), participants
experience empathy and problem definition in realistic classroom scenarios.
Empathy and Problem Definition: Teacher candidates conduct observations
or interviews with students and instructors to understand real educational
needs. They practice putting themselves in the learner’s position (empathize)
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
58
and then formulate a clear teaching challenge to address (define). This aligns
with the DT process and grounds their projects in authentic classroom issues.
Ideation and Prototyping: In small teams, trainees brainstorm multiple
instructional solutions and create low-fidelity prototypes such as draft lesson
plans, mock-ups of learning activities or visual designs. This phase encourages
divergent thinking and rapid experimentation. Iterative prototyping mirrors
how designers test concepts before finalizing a product
.
Testing and Reflection: Teacher candidates present their prototypes in
micro-teaching sessions or peer review, collecting feedback from peers and
mentors. Using this input, they refine and iterate their designs (akin to the DT
‘test’ phase). Structured reflection discussions help them critically assess what
worked, fostering analytical thinking about pedagogy.
Curriculum Integration: Finally, these design-thinking exercises are
embedded into the formal coursework (for example, as a capstone project in a
methods class). Throughout, faculty serve as guides, aligning activities with
curriculum goals. As Yüksel (2025) notes, design thinking can act as a
“structured guide” that helps teachers integrate pedagogical knowledge and
innovate in their practice.
This model is flexible: for instance, a teacher education course could require
each trainee to complete a full DT cycle on a classroom problem of their choice.
In practice, similar approaches have shown positive effects. In one study, pre-
service science teachers who engaged in STEM-focused DT activities reported
high engagement and improved design-thinking skills. Our proposed framework
draws on these insights, emphasizing active collaboration and iterative learning
as the basis for enhancing intellectual competence.
Empirical evidence suggests that pedagogical design thinking interventions
yield notable gains in teacher trainees’ competencies. For example, Yüksel
(2025) conducted a mixed-methods study and found that after implementing
design-based STEM activities, pre-service teachers’ design thinking skills
increased significantly. Participants gave high design evaluation scores,
indicating confidence in their prototypes, and many “highlighted the necessity of
using design-based activities” in education. This suggests that engaging teacher
candidates in DT projects positively influences their creative problem-solving
abilities and attitudes toward innovation.
Key outcomes observed or expected from such interventions include:
- Enhanced creative problem-solving: Teacher trainees become more adept
at generating and refining innovative lesson ideas. Studies report significant
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
59
improvements in participants’ ability to tackle ill- defined educational
challenges after DT training.
Improved collaboration and empathy: Working in teams to empathize with
student needs and co- create solutions fosters strong teamwork skills. For
instance, group design activities inherently build empathy for learners’
perspectives and encourage cooperative planning.
Increased engagement and confidence: Trainees often find design thinking
exercises highly motivating and report greater confidence in experimenting with
new teaching methods. MDPI research notes that DT training develops
intrapersonal skills like creativity and leadership, which can boost teacher
agency.
Alignment with 21st-century skills: The process nurtures precisely those
intellectual competencies Uzbekistan’s reform agenda aims for – critical
thinking, adaptability and lifelong learning. Kachalov et al.’s definition of
intellectual competence (analytical thinking, flexibility, innovation) is directly
supported by DT practice.
These findings align with theoretical predictions and national goals. By
engaging teacher trainees in iterative, real-world problem solving, institutions
can directly target the intellectual skills outlined earlier. As Novo et al.
emphasize, however, successful implementation depends on systemic support –
teachers need guidance, time and resources to apply DT in training contexts .
Limitations may include the need for faculty development and curriculum
adjustments. Nevertheless, the consistency of positive outcomes suggests that
design thinking is a promising pedagogical tool for strengthening prospective
teachers’ cognitive and creative abilities.
Integrating the design thinking approach into teacher education offers a
practical pathway to strengthen prospective teachers’ intellectual competence.
The literature and case studies reviewed indicate that design thinking activities
– such as empathizing with learners, collaborative prototyping, and iterative
testing – promote critical, creative, and collaborative skills among teacher
trainees. These competencies align with Uzbekistan’s reform agenda, which
prioritizes creativity and innovation in teaching. We recommend that teacher
training programs incorporate structured DT modules and project-based tasks
so that future educators learn by design. Such pedagogical innovations will
prepare teachers to meet 21st-century challenges and to foster intellectual
growth in their own students. As educational stakeholders seek to improve
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
60
learning outcomes, adopting design thinking in teacher education can contribute
significantly to developing adaptive, innovative teachers for the future.
References:
1.
Odina, R. (2021). Peculiarities of Deixis and Anaphora in Speech Discourse.
Бюллетень науки и практики, 7(10), 420-424.
2.
Рахматова, О. К. (2019). Косимова Дилбархон Рузибаевна.
3.
O’rinov, R., & Tolipov, E. (2025). BO ‘LAJAK O ‘QITUVCHILARNING
INTELLEKTUAL KOMPETENTLIGINI INNOVATSION METODLAR ORQALI
RIVOJLANTIRISH. Наука и технология в современном мире, 4(16), 170-173.
4.
Уринов, Р. Ё. Специфика англоязычной технический документации в
сфере информационных технологий. Science and innovation. International
scientific, 1(7).
5.
Urinov, R. (2022). INNOVATIVE COMMUNICATION TECHNOLOGIES IN
TEACHING FOREIGN LANGUAGES. Science and innovation, 1(B7), 508-511.
6.
Urinov, R. (2022). СПЕЦИФИКА АНГЛОЯЗЫЧНОЙ ТЕХНИЧЕСКИЙ
ДОКУМЕНТАЦИИ В СФЕРЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ. Science and
innovation, 1(B7), 512-516.
7.
Абдуллаева, М. Х., Башарова, Г. Г., & Рахматова, О. К. (2019).
Преимущества индивидуального подхода в образовательном процессе.
Проблемы современной науки и образования, (12-1 (145)), 88-90.
8.
Холматова, Д. А., & Рахматова, О. К. (2021). Теоретические основы
разработки учебных пособий. Вопросы науки и образования, (29 (154)), 30-
37.
9.
Kadirjanovna, R. O. (2021). Pragmalinguistic concepts of the phenomenon
of speech behavior and speech discourse. International Journal of Multicultural
and Multireligious Understanding, 8(5), 495-500.
10.
Рахматова, О. К., & Рахимов, А. Р. (2021). Прагмалингвистические
концепции феномена речевого поведения и речевого дискурса.
Современные инновации, (2 (40)), 49-51.
