<![CDATA[This study proposes the Coding Dance Party as an innovative pedagogical intervention to facilitate interdisciplinary learning by enhancing creativity and computational thinking among students enrolled in a Primary School Teacher Education program. The approach adopts an experiential, embodied learning framework by integrating dance-based activities with foundational computer programming concepts, thereby promoting active engagement and multimodal cognition. A quantitative research design was employed using a one-group pretest–posttest model. The sample consisted of 60 participants who underwent structured instruction through the Coding Dance Party intervention. Data were collected using standardized creativity tests and computational thinking assessments, both of which were previously validated for reliability and construct validity. Statistical analysis was conducted using paired-sample t-tests to evaluate differences in student performance before and after the intervention. The findings demonstrate a substantial improvement in students’ creativity, with mean scores increasing from 65.3 to 82.7. Similarly, computational thinking skills showed a marked enhancement, rising from a mean score of 62.8 to 85.4 following the intervention. These results indicate that the Coding Dance Party method is effective in stimulating creative capacities and strengthening computational thinking competencies. The study contributes to the expanding body of research on innovative instructional strategies by providing empirical evidence for the effectiveness of integrating arts-based approaches into computational learning contexts. The findings suggest that such interdisciplinary methods offer a more engaging, holistic, and pedagogically robust learning experience, with potential applicability across diverse educational settings.]]>
