<![CDATA[Design Thinking (DT) supports human-centered creativity, but design cycles can under-specify how learners generate and evaluate disciplinary evidence. This study examined whether integrating Science and Engineering Practices (SEP) explicitly within DT was associated with stronger Design Thinking Mindset development among pre-service physics teachers in renewable-energy learning. A non-equivalent pretest-posttest design involved 63 students in two intact course sections (DT-SEP, n = 34; DT-only, n = 29) over eight weeks. The outcome was a 40-item, eight-dimension Design Thinking Mindset questionnaire with item-level Aiken’s V = .88–.96 and internal consistency of α = .873 at pretest and α = .881 at posttest. ANCOVA adjusting for pretest scores showed a higher adjusted posttest mean for DT-SEP (157.96) than DT-only (149.47), adjusted mean difference = 8.49, 95% CI [4.55, 12.43], F(1, 60) = 18.56, p < .001, partial η² = .236. Holm-adjusted dimension analyses identified differences in experimentation and learning orientation, holistic thinking and problem framing, and creativity. The findings suggest that explicit SEP integration may strengthen the evidentiary, iterative, and creative dimensions of DT in physics teacher education. This integration also offers a practical pathway for connecting scientific reasoning with design-oriented problem solving in teacher preparation. However, the quasi-experimental design warrants cautious interpretation and further validation with larger and more diverse samples.]]>
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