Paper Title
Developing Preservice Teachers' Critical Thinking Skills in Hybrid Learning: Leveraging Game-Based Learning Strategies

Abstract
The integration of game-based learning (GBL) methodologies into teacher education programs holds substantial promise for cultivating critical thinking skills (CTS) among preservice teachers, equipping them with innovative pedagogical approaches for their future classrooms. Critical thinking, a cornerstone of effective teaching, empowers educators to analyze complex situations, evaluate diverse perspectives, and make informed decisions that foster student learning and engagement. Given the multifaceted challenges of modern classrooms, preservice teachers require interactive, experiential learning opportunities to hone these skills. GBL provides an immersive platform for developing CTS through scenario-based learning, problem-solving activities, and gamified assessments. This study explores the theoretical foundations and instructional design strategies that leverage GBL within hybrid learning environments. By applying Merrill’s Principles of Instruction and Paul and Elder’s Intellectual Standards, it examines how GBL fosters higher-order thinking, collaboration, and self-regulated learning among preservice teachers. The findings suggest that interactive game elements enhance motivation, engagement, and critical analysis, making GBL an essential pedagogical tool for preparing future educators. Keywords - Critical Thinking, Game-Based Learning, Hybrid Learning, Preservice Teacher Education, Instructional Design.