<![CDATA[This study explored how pre-service English teachers applied Design Thinking (DT) for Curriculum Design while developing digital stories in a Digital Storytelling for Young Learners course. Using a qualitative case study design, data from two pairs of pre-service teachers, including digital storytelling artifacts, learning objectives, reflection essays, observation sheets, and interviews, were analyzed through an iterative coding process guided by DT’s five stages. Findings show the stages did not unfold in a fixed order. Empathy toward learners continued to develop into the test stage, as both pairs only discovered that their materials mismatched older learners' engagement once piloted. The define stage functioned to translate national Learning Outcomes for Phase B into classroom-ready objectives rather than to define open-ended problems. Prototyping raised two considerations underaddressed in prior DT literature: ethical AI image use and intentional, diverse character representation. Feedback during testing followed different paths by source: lecturer and peer feedback reshaped the artifact itself, while young learners' feedback mainly reshaped in-the-moment delivery. These findings suggest DT does not guarantee deep creative iteration, but helps pre-service teachers translate a fixed curriculum through a reflective process, contributing to discussions on DT and teacher education in TEYL contexts.]]>
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