“Creative destruction,” when applied to education, reflects the dismantling of rigid, traditional teaching methods to make space for innovative, learner-centered models. In a dynamic and rapidly changing world, future educators must be prepared to operate flexibly, drawing on interdisciplinary knowledge and capacity for continuous adaptation. Integrative learning and heutagogic approaches position learners as autonomous, self-directed agents who not only absorb information but also actively construct, connect, and apply knowledge in real-world contexts.

This qualitative case study examines how an integrative, project-based learning environment cultivates self-efficacy and heutagogic disposition among PSTs (Pre-Service Teachers). The study followed 28 third-year literature PSTs participating in a year-long course at a teacher education college. Within the course, the PSTs designed interdisciplinary teaching workshops that merged literary interpretations with scientific inquiry. Anchored by themes from a young adult novel, students independently selected relevant scientific topics, conducted inquiry-based research, and designed workshops that wave scientific understanding into literary analysis for use in middle school classrooms.

Methods:
Data collection consisted of ten semi-structured interviews, reflective journals maintained throughout the course, and written reflections and teaching products. A thematic coding and content analysis approach was used to identify patterns related to self-efficacy and independent learning behaviors.

Results:
Two primary themes emerged.
(1) Growth in self-efficacy: Participants reported heightened confidence in their teaching abilities, crediting opportunities for independent exploration, peer collaboration, and real-world application.
(2) Emergenceence of heutagogic learning: Students demonstrated an increased ability to manage their own learning, including topic selection, information synthesis, goal-setting, and reflective self-assessment.

Conclusion:
The findings indicate that integrative learner-driven environments empower PSTs to develop essential skills for teaching in unpredictable and interdisciplinary settings. By fostering both confidence and autonomy, such pedagogies prepare future educators not only to navigate changebut also to lead it. In this way, creative destruction becomes a constructive force in teacher education, enabling candidates to thrive in a world in which knowledge, challenges, and roles are constantly evolving.

Keywords: Education, self-efficacy, Pre-Service Teachers.