An electronic training program based on the Stanford model of design thinking and its effectiveness in developing the depth of professional knowledge and creative performances in electronic teaching among industrial education teachers.

The current research aims to develop the levels of depth of professional knowledge and creative performance in electronic teaching, as well as discover the effectiveness of an electronic training program based on the Stanford model of design thinking in their development among teachers of industrial secondary education, and to achieve this the researcher prepared the electronic training program according to the Stanford model of design thinking in light of The training needs of the trained teachers, and the preparation of measurement tools represented in an achievement test to measure the levels of depth of professional knowledge, and a rubrics rating card to measure the performance aspect of creative e-teaching skills. The research sample consisted of (11) teachers in industrial secondary schools in Suez Governorate, and the training program was applied the research tools, before and after them, and carrying out the statistical treatments represented in the “Wilcoxon” test for the interconnected groups, the results concluded that there is a statistically significant difference at the level of significance (0.05) between the mean ranks of the research sample’s grades, in the pre/post application to test the levels of depth of professional knowledge, and rubrics for measuring creative performance in e-teaching. In favor of the dimension application, which indicates the effectiveness of the electronic training program based on the Stanford model of design thinking in developing levels of depth of professional knowledge and creative performance in electronic teaching.