Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Abstract

This systematic literature review explores strategies to enhance problem-solving skills among pre-service teachers in higher education. Problem-solving is a critical competency for effective teaching, yet preservice teachers often need more skills to address the complexities of classroom situations. This review aims to identify effective interventions, pedagogical approaches, and technological tools used to foster problem-solving abilities in pre-service teacher education programs by synthesising empirical research. The review also examines the impact of these strategies on pre-service teachers' skill development and readiness for classroom practice. Findings from the review highlight promising practices, gaps in the literature, and future research directions in this area. Ultimately, this review provides valuable insights to inform the design of evidence-based interventions and curriculum enhancements to better prepare preservice teachers for the challenges they will face in their teaching careers.