Interdisciplinary IoT-Enhanced Project-Based Learning in Pre-Service Teacher Education: Exploring Computational Thinking and Collaboration

As educators are increasingly expected to integrate technology into meaningful learning experiences, higher education institutions face growing demands to prepare digitally competent STEM teachers. This study examines an interdisciplinary IoT-enhanced project-based training involving pre-service teachers from the Computer Education and Instructional Technology (CEIT) and Science Education programmes, focusing on pre–post changes in computational thinking, collaborative processes, project development experiences, and participants’ perceptions of how the training contributed to their professional development. The study involved 36 pre-service teachers from CEIT and Science Education programmes and employed an embedded mixed-methods design combining computational thinking assessments with qualitative analyses of project and collaboration processes. Results showed statistically significant pre–post increases in decomposition in both groups and in algorithmic thinking among Science Education pre-service teachers. The overall Computational Thinking Skills Test (CTS Test) score did not change significantly in the CEIT group, whereas the corresponding change in the Science Education group was interpreted cautiously because it was at the conventional significance threshold. No statistically significant changes were found in pattern recognition or abstraction in either group, and the subdimension findings were treated as exploratory given the small sample and the absence of correction for multiple testing. Furthermore, active participation in collaborative meetings was associated with stronger teamwork practices, while limited engagement was associated with reported implementation challenges. Because attendance was self-selected, these associations cannot be interpreted causally. Participants perceived their IoT learning experience as making a positive contribution to their professional development and future teaching practice. Taken together, the findings suggest that interdisciplinary IoT-supported project-based learning (PBL) may provide a promising framework for supporting selected dimensions of computational thinking and collaboration in pre-service teacher education, while also offering an accessible instructional model that supports participation among learners with different levels of prior technical expertise.