Prospective teachers' innovative lesson design based on a design thinking intervention in Hong Kong

This chapter discusses the importance of innovative teacher training amid the fourth industrial revolution, with a focus on overcoming resistance to change, particularly in Chinese regions. It highlights a design thinking pedagogy used in a teacher training programme in Hong Kong, aimed at fostering creative lesson planning among prospective teachers (n = 43). Their lesson plans (n = 9) were assessed using a six-dimensional rubric, evaluating innovativeness in learning objectives, teacher and student roles, ICT use, connectedness, and learning outcomes. While ICT use scored highest, connectedness was the lowest, indicating gaps in integrating lessons with real-world contexts. The analysis also identified four pedagogical types that illustrate varying levels of innovativeness. The findings suggest that advanced ICT use does not necessarily lead to more innovative teaching. Conceptual gaps among prospective teachers may hinder the development of truly innovative lesson designs, and the chapter discusses the implications for future teacher training. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.