Abstract

This study developed a professional development program to enhance science teachers’ learning innovation competency through an engineering design approach. Guided by a research and development framework, the study was conducted in two phases. Phase 1 synthesized a competency framework from related literature, resulting in four sub-competencies—Preparing, Creating, Implementing, and Assessing—with 15 behavioral indicators. The framework and related instruments were validated by five experts, and all indicators met the acceptable criterion for content validity. Phase 2 translated the framework into a professional development program consisting of eight engineering design steps and six training modules. The draft program was evaluated by experts, rated at a high to very high level of appropriateness, and piloted with 14 science and technology teachers in an authentic school setting. Data from participant reflections, observer records, self-assessment, and satisfaction ratings informed program refinement. The findings indicate that the program was conceptually sound, contextually relevant, and operationally feasible, while also highlighting the need to improve activity sequencing, reflection structure, competency-activity-assessment alignment, and evidence-based evaluation criteria. This study contributes both a validated competency framework and a systematically refined professional development program for science teachers. Future research should examine the effectiveness of the program in full-scale implementation.

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