Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based Learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality. Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding. Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer. Conclusion. This study concludes that the synergistic integration of PjBL and e-modules offers a robust framework for enhancing the creative thinking skills of pre-service physics teachers. The model provides an authentic learning environment that not only cultivates creative competencies but also prepares future educators for the technological demands of the modern classroom. These findings advocate for the adoption of similar integrated pedagogical approaches in teacher education programs. Future research should investigate the long-term retention of these skills and the model's adaptability across different disciplinary contexts. © The Author(s), 2025.
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