International Journal of
Information and Education Technology

Abstract

Creativity is an essential competence for pre-service teachers in preparing innovative learning designs that meet diverse student needs. However, many pre-service teachers face challenges in developing creative skills due to limited opportunities for collaborative and differentiated learning experiences. This study aims to investigate the effectiveness of Team-Based Project-Differentiation Learning supported by an AppYet based e-module (TBP-DIFLAE) in improving pre-service teachers’ creativity. The study employed a quasi-experimental design with a non-equivalent control group involving 51 pre-service physics teachers at a teacher education institution. The experimental group participated in TBP-DIFLAE principles, while the control group received conventional instruction. Creativity was assessed using a validated analytic rubric aligned to TBP-DIFLAE tasks, operationalizing (1) the ability to generate original ideas (novel/low-frequency responses), (2) confidence in solving problems independently (self-directed solution planning and execution), and (3) skill in further developing other ideas (actionable extensions/refinements), with each dimension scored on a 0–4 scale. The findings show that the experimental group achieved a significant improvement in creativity (N-Gain = 0.38, middle effect size, p < 0.05) compared to the control group. The study concludes that the integration of TBP-DIFLAE significantly enhances pre-service teachers’ creativity. Despite positive gains, the single-institution and modest sample limit generalizability; future multi-site research with larger, more diverse, and cross-disciplinary cohorts is warranted to validate and extend these findings. These findings provide practical insights for teacher education programs, highlighting the potential of combining technology and collaborative-differentiated strategies to foster creativity and prepare future teachers for 21st-century educational challenges.