Transforming Teacher Education: A Comprehensive Framework for Integrating Design Thinking and Self‐Esteem in Higher Education

ABSTRACT This study presents a conceptual framework integrating design thinking and self‐esteem development in teacher education through a constructivist approach. Using a mixed‐methods design with literature synthesis, expert evaluation ( n = 15), and pilot implementation ( n = 30 pre‐service teachers), the framework demonstrated significant improvements in design thinking skills and self‐esteem ( p < 0.001). The framework comprises six interconnected learning centres supporting problem‐based learning, scaffolded practice, and collaborative development. Expert validation showed high ratings for appropriateness and potential impact. This holistic model addresses critical gaps in current teacher preparation and offers implications for programme design, curriculum development, and institutional strategies to cultivate adaptive and resilient educators for 21st‐century classrooms.