Abstract

This study examines the needs assessment of design thinking to enhance innovative design competency in pre-service teachers’ learning management in Thailand. The research aimed to assess teaching performance and identify key areas for developing innovative design competency. A total of 346 pre-service teachers from universities across four regions of Thailand were selected using stratified random sampling and 20 key informants were purposively selected for in-depth interviews, comprising five primary school teachers, five secondary school teachers, five administrators, and five supervisors. Data collection involved questionnaires and in-depth interviews. The research instruments include a questionnaire about pre-service teachers’ opinions, a five-point Likert scale, and a structured interview form. Quantitative analysis included percentage, mean (M), standard deviation (S.D.), Priority Needs Index Modified (PNI_modified), and multivariate analysis of variance (MANOVA). Qualitative data focused on teaching performance issues in three areas: the learning innovation context, knowledge of learning innovations, and competencies in learning innovations. The findings showed that the teaching performance issues were significant (M = 3.52, S.D. = 0.41), and the need for developing innovative design competency was high (M = 4.66, S.D. = 0.29). Differences in the needs assessment among participants were minimal. The overall priority needs assessment index (PNI_modified = 0.38) highlighted the urgent need to enhance innovative design competency in pre-service teachers’ learning management in Thailand. Respondents anticipate significant improvements, prioritizing the practical application of learning innovations. This necessitates training programs emphasizing practical implementation over theoretical knowledge. Priority Needs Index (PNI_modified) values support a structured intervention focused on developing practical skills.

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