In an era where creativity and adaptability are crucial for success, creative confidence — the belief in one's ability to generate and implement innovative ideas — plays a vital role in education (Kelley & Kelley, 2013). This study explores the integration of design thinking (Brown, 2009; Liedtka, 2015) in secondary education as a structured approach to fostering creative confidence among students.

Drawing from research findings, this presentation introduces a model for implementing design thinking in the English as a Foreign Language (EFL) classroom, illustrating how students navigate the five key stages of the process: empathise, define, ideate, prototype, and test (IDEO, 2012). The model highlights the connection between virtues, values, and cognitive skills that contribute to students’ resilience, motivation, and ability to embrace challenges (Dweck, 2006; Bandura, 1997).

The study employs a mixed-methods research approach, incorporating classroom interventions, student reflections, and teacher feedback to assess the impact of design thinking on students' problem-solving skills, collaboration, and willingness to take creative risks (Amabile, 1996; Csikszentmihalyi, 1997). The findings suggest that structured design thinking frameworks can significantly enhance students' creative confidence, promoting a growth mindset (Dweck, 2006) and increasing their engagement in learning.

This presentation will discuss the research methodology, key findings, and practical implications for integrating design thinking across disciplines, offering educators tangible strategies for fostering an innovative and student-centered learning environment.

Keywords: Creative Confidence, Design Thinking, EFL, Secondary Education, Pedagogical Innovation, Student-Centered Learning.