Enhancing Critical and Creative Thinking Skills of Pre-Service Teachers Through Drama Integration in ELT Within the 21st Century Learning Framework

Integrating drama into English Language Teaching (ELT) has gained growing attention as a pedagogical approach aligned with 21st-century learning frameworks that emphasize critical thinking, creativity, communication, and collaboration. However, limited research has explored how drama-based pedagogy shapes the cognitive and professional development of pre-service English teachers. This study examines how integrating drama-based activities into an ELT elective course influences pre-service teachers’ critical thinking, creative thinking, pedagogical awareness, and reflective capacities. Adopting a qualitative single-case study design, the research was conducted with 32 second-year pre-service ELT teachers enrolled in a “Drama in ELT” elective course at a foundation university in Istanbul, Türkiye, over eight weeks. Data were collected through open-ended questionnaires and semi-structured focus group interviews with ten purposively selected participants. The data were analyzed using thematic analysis. Findings revealed four themes: enhanced critical thinking, development of creative thinking, increased pedagogical awareness and empathy, and strengthened reflective thinking and professional identity. Participants demonstrated improved reasoning, greater imaginative flexibility, heightened sensitivity to learner-centered practices, and deeper metacognitive reflection. The study concludes that drama functions as a transformative pedagogical tool that supports holistic teacher development and the integration of 21st-century skills in ELT teacher education.