Necessary Needs of Developing a Blended Learning Model Using Problem-Based Learning and Peer-to-Peer Approaches to Enhance Collaborative and Critical Thinking Skills for Pre-service Primary Teachers in the Digital Era

Abstract

This research aimed to: 1) examine fundamental data through the analysis of documents, theories, and related research to develop an instructional model; and 2) investigate opinions regarding current problems and needs assessment for the development of said model. This qualitative study employed purposive sampling to select 15 participants, including experts in curriculum and instruction, educational technology, and analytical thinking, as well as instructors and students in the Primary Education program. The research instruments consisted of a document analysis form, structured interview forms for experts and instructors, and an opinion interview form for students. Data were analyzed using content analysis.

The results revealed that: 1) the fundamental data analysis identified four key components of the instructional model: principles, expected learning outcomes, instructional processes, and evaluation. The instructional process comprised five stages: (1) Problem Identification, (2) Information Searching, (3) Problem Analysis, (4) Reflection, and (5) Conclusion. 2) Regarding the problems and needs assessment, the development of the model was influenced by multiple factors, including the students themselves and the practicum context (schools and pupils). The findings suggested that preparation for pre-service teachers prior to their practicum is essential, specifically in enhancing self-confidence, collaboration, systematic analytical thinking, and classroom management. For primary education students in the digital age, the instructional model should emphasize creative and diverse media—both online and offline—such as computer games and board games. Such tools are vital for fostering problem-solving and analytical thinking skills, enabling pre-service teachers to adapt effectively to various school contexts.