Design thinking has been receiving increased scholarly and popular interest in education; yet, teachers are often uncertain about what it means to implement this in their educational settings. Design thinking, nonetheless, offers a framework to address the challenging problems of practice educators face. In this article, we examine a graduate-level teacher education course, at a Midwestern US university, which uses the Stanford Design Thinking Model. Educators in the course found that exposure to and practice of the design thinking model allowed them to creatively solve problems of practice relevant to their context. In particular, educators reported three main takeaways from the experience: (1) valuing empathy, (2) becoming open to uncertainty, and (3) seeing teaching as design. We discuss implications and challenges for scholarship and practice.

In an era marked by unprecedented global challenges, including environmental degradation, social inequalities, and the rapid evolution of technology, the need for innovative educational approaches is critical. This conceptual paper explores the intersection of sustainability, creativity, and technology for education, focusing on artificial intelligence (AI) as an example. We propose a framework that synthesizes sustainability principles and creative pedagogies, detailing its components to guide the integration of AI into sustainability education. The paper illustrates how blending creative pedagogies with the notion of sustainability as a frame of mind offers a framework that allows teachers to support creative learning and problem solving, with and through technology. Using the example of AI technology, we illustrate the potential benefits and inherent challenges of integrating new technologies into education. Generative AI is a cogent example, as it presents unique opportunities for personalizing learning and engaging students in creative problem solving around sustainability issues. However, it also introduces significant environmental and ethical concerns to navigate. Exploring the balance between technological innovation and sustainability imperatives, this paper outlines a framework for incorporating technology into education that promotes environmental care with creative exploration. Through a synthesis of sustainability principles and creative pedagogies, we highlight the benefits and challenges of using AI in education, offering strategic insights to leverage technology for a sustainable and just future.

This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through tools like real-time emotional feedback and personalized learning experiences. However, the integration of GenAI into SEL also presents significant challenges, including risks of depersonalization, algorithmic bias, and privacy concerns. This paper introduces a conceptual framework designed to prepare both pre-service and in-service teachers to navigate these complexities, emphasizing ethical considerations, human oversight, and cultural sensitivity. The framework highlights strategies to operationalize cultural sensitivity within AI systems, recognizing the limitations of current technologies in accounting for diverse social and emotional norms. By addressing both opportunities and risks, we aim to provide a balanced analysis of GenAI’s potential in SEL as well as guidance for teacher education programs.