This study designed and examined the effectiveness of a STEM-Robotics-based digital platform in fostering design thinking among gifted middle-school students. Grounded in Design Thinking theory and constructivist STEM pedagogy, the platform was structured around the empathize–define–ideate–prototype–test cycle and integrated robotics simulations, iterative engineering challenges, and collaborative digital workspaces.

A one-group pre–post quasi-experimental design was implemented with 28 identified gifted students. Data were collected using two instruments: a validated multidimensional Design Thinking Scale (Cronbach’s α = .87) and a structured rubric for analyzing students’ design artefacts across six performance criteria. Due to the non-parametric nature of the data, Wilcoxon Signed-Rank tests were conducted. Results demonstrated statistically significant improvement in overall design thinking (Z = -4.40, p = .001) with a very large effect size (r = .83), as 26 participants showed post-intervention gains.

Friedman test analysis revealed significant differences in practical application (p = .015) and quality/detail (p = .002), indicating progressive refinement of engineering performance, while ceiling effects were observed in selected dimensions.

The findings support the pedagogical value of structured STEM-Robotics digital environments in advancing design thinking within gifted education. The study recommends embedding engineering design practices in gifted curricula, fostering productive failure as a developmental mechanism, strengthening teacher facilitation capacity, and conducting controlled and longitudinal research to enhance generalizability and sustainability.

Authors:
Asmahan Al Kharusi, Sultan Qaboos University, Oman
Ali Al-Shuaili, Sultan Qaboos University, Oman
Abdullah Ambusaidi, Sultan Qaboos University, Oman
Hussain Alkharusi, Sultan Qaboos University, Oman

About the Presenter(s)
Asmahan AlKharusi is an educational researcher and a doctoral candidate in Science Curriculum and Instruction at Sultan Qaboos University in the Sultanate of Oman. She has extensive academic and professional experience spanning more than fifteen years in the educational field. She earned a Master’s degree in Science Curriculum and Instruction with distinction from Sultan Qaboos University and holds a Certified STEM Education Trainer credential, which has strengthened her professional practice and informed her contemporary research orientation. She also co-authored the book Applications of STEM Education in Science Classrooms.

Asmahan worked as a chemistry teacher, contributing throughout her teaching career to the development of classroom practices and to bridging scientific learning with practical applications. She later transitioned to a role in financial affairs at the Ministry of Education, which provided her with a broader understanding of educational systems from an administrative and strategic planning perspective.

She has participated in numerous local and international conferences and scientific seminars and has contributed to the development of several specialized guides, in addition to her involvement in strategic research projects focused on advancing science education. Her research interests center on STEM education, particularly the integration of science with engineering practices and modern technologies, with the aim of preparing reflective and creative learners capable of meeting the demands of future educational and economic contexts.

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