<![CDATA[The Fourth Industrial Revolution and the demands of 21st-century education require prospective physics teachers to master not only content knowledge but also creativity, digital literacy, and the pedagogical ability to design technology-integrated instruction. This article presents a systematic literature review examining the development of an interactive web-based physics learning material model integrated with the Science, Technology, Engineering, and Mathematics – Project-based Learning (STEM-PjBL) approach to improve the creativity of prospective student teachers. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, 1,036 records were identified from Scopus, SINTA/Garuda, and Google Scholar; after duplicate removal, screening, and eligibility assessment, 20 primary studies published between 2019 and 2026 were included in the qualitative synthesis, supported by more than 30 additional theoretical and methodological references. The review indicates that STEM-PjBL-based interactive web media consistently produce valid, practical, and effective learning products that significantly enhance fluency, flexibility, originality, and elaboration—the four core dimensions of creativity—among learners and prospective teachers. Development research models such as ADDIE, 4D, and Borg and Gall R&D dominate the methodological landscape, while assessment instruments largely draw on the Torrance Test of Creative Thinking (TTCT) framework. The review concludes that an interactive web-based STEM-PjBL model is a promising, empirically supported strategy for cultivating prospective physics teachers' creativity and recommends further experimental validation across diverse teacher-education contexts.]]>
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