Digital Learning Transformation in Primary Teacher Education: Integrating Mathematics, Science, and Chemistry to Foster HigherOrder Thinking Skills

Abstract

The rapid advancement of digital technology has transformed primary teacher education, emphasizing the need to integrate interdisciplinary learning and foster higher-order thinking skills (HOTS). This study aims to examine how digital learning transformation integrating mathematics, science, and chemistry can enhance HOTS among pre-service primary teachers. A mixed-methods approach with an explanatory sequential design was employed, involving pre-service teachers participating in a semester-long digital interdisciplinary learning intervention. Data were collected through HOTS tests (pre-test and post-test), questionnaires, interviews, and observations. Quantitative data were analyzed using paired sample t-tests and N-gain, while qualitative data were examined through thematic analysis. The results indicate a moderate to high improvement in HOTS, digital competence, and learning engagement. The integration of blended learning, project-based learning, and STEM approaches within digital environments effectively supports analytical, evaluative, and creative thinking. Furthermore, interdisciplinary learning enhances conceptual understanding and promotes active participation. In conclusion, digital learning transformation that integrates interdisciplinary STEM content is effective in fostering HOTS and preparing future primary teachers for 21st-century education. This study highlights the importance of aligning digital pedagogy with interdisciplinary approaches to achieve meaningful learning outcomes