Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 9 33 2026 03 01 Enhancing Creative Thinking and Academic Self-Regulation in Pre-Service Mathematics Teachers through Blended Learning 67 81 245051 10.22034/iepa.2026.572874.1585 EN Fatemeh Raei Department of Mathematics Education, Faculty of Science, Farhangian University, P.O. Box 14665-889, Tehran, Iran. 0009-0008-4504-4804 Majid Dadashzade Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran. 0009-0002-3852-8460 Ali Eghbali Department of Psychology and Counselling, Faculty of Science, Farhangian University, P.O. Box 14665-889, Tehran, Iran. a.eghbali@cfu.ac.ir 0000-0001-8304-9616 Journal Article 2026 01 30 Objective: This study examined whether blended learning (BL) enhances creative thinking and academic self-regulation in pre-service mathematics teachers compared to traditional instruction. The aim was to provide evidence for updating teacher education with methods that develop these essential skills for future educators.<br><br>Method: A quasi-experimental pre-test/post-test design was implemented. Forty-five pre-service teachers were non-randomly assigned to an experimental group (n=22) receiving a 12-session BL course on Algebraic Structures, which integrated online modules with face-to-face collaboration, or a control group (n=23) receiving standard lecture-based instruction for identical content. Primary measures were the Welch & McDowall Creative Thinking Scale and the Bouffard Academic Self-Regulation Scale. Multivariate Analysis of Covariance (MANCOVA) was used for analysis via SPSS-26, controlling for pre-test scores. <br><br>Results: The experimental group achieved substantially higher post-test scores in both creative thinking (P < .05, η² = .246) and academic self-regulation (P < .05, η² = .117) compared to the control group. A significant group × time interaction was observed for creative thinking (F = 12.04, P < .01, η² = .215) and academic self-regulation (F = 6.78, P < .05, η² = .133). <br><br>Conclusions: The findings indicated that a structured blended learning model is a more effective strategy than traditional methods for developing critical creative and self-regulatory skills in pre-service mathematics teachers, enhancing innovative thinking and metacognitive control, thus equipping educators for contemporary classroom demands. https://journal.iepa.ir/article_245051_9843ed2352c924e79b79e247bff2fd5c.pdf