| Sumario: | Background: Ambiguity prevails concerning the fundamental methodological characteristics of computer‐assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices. Objectives: This study aimed to explore the influence of CAAM practices on the pre‐service teachers' critical thinking skills and the lived experiences of pre‐service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices. Methods: The intervention was conducted in an online course called 'Instructional Methods and Techniques', which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre‐service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi‐structured interview form developed by the researcher was used to collect data regarding pre‐service teachers' experiences, which were analysed with content analysis. Results: The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre‐service teachers, while content analysis resulted in five themes named as 'challenges, opportunities, views about Mindmup, feedback and suggestions'. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education. Conclusions: These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal. Lay Description: What is already known about this topic: There is a growing body of research that supports the use of computer‐assisted argument mapping (CAAM) tools for enhancing CT skills (e.g., Donohue et al., 2002; Esfandiari et al., 2021; Twardy, 2004; van Gelder, 2015; Yılmaz‐Na & Sönmez, 2023a).In addition, according to scholarly investigations, CAAM has a positive impact on students' reading comprehension abilities (Chiang et al.,2016), argumentative writing performance (Robillos & Thongpai, 2022), capacity to retain subject matter information, and long‐term learning (Eftekhari & Sotoudehnama, 2018), self‐regulation (Robillos & Thongpai, 2022; Yılmaz‐Na & Sönmez, 2023b) and problem‐solving skills (Yılmaz‐Na & Sönmez, 2023b). What this paper adds: There exists a dearth of clarity with respect to the essential methodological features of CAAM learning environments that are conducive to enhancing CT in tertiary education and prior research has not provided a comprehensive explanation of the structure of instructional interventions based on CAAM.In addition, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.In the current study, a course entitled 'Instructional Methods and Techniques' was redesigned and implemented with the objective of integrating CAAM practices into the instruction of pre‐service teachers.The primary purpose was to assist pre‐service teachers in making more informed choices and decisions regarding the selection of suitable instructional methods and techniques for teaching a specific subject matter /content or achieving a particular objective.Empirical research and this study as well already proves that CAAM practices promote pre‐service teachers' CT skills; however, they fail to depict the experiences encountered during the intervention processes.This study aimed to explore the lived experiences of pre‐service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.Implications for practice and/or policy:Incorporating CAAM practices can foster CT skills and decision‐making abilities among pre‐service teachers. Educators can use the insights gained from this study to develop well‐structured courses that empower future teachers with the skills needed to make informed instructional choices.The study also highlights the potential of technology‐enhanced pedagogy in teacher education. By integrating CAAM tools, teacher educators can expose students to innovative approaches that combine technological proficiency with CT. This prepares future educators to effectively integrate technology into their own teaching practices.In addition, the challenges faced by pre‐service teachers during CAAM practice underscore the value of active learning and engagement. Educators can capitalize on these challenges as opportunities for learners to actively construct knowledge, collaborate with peers, and seek guidance from instructors.What is more, the study reinforces the importance of a supportive learning environment that includes peer interactions and constructive feedback. Teacher educators can consider incorporating collaborative activities, peer reviews, and guided discussions to create a community of learners where students can scaffold their learning through interactions with peers and instructors.Last but not the least, the study's suggestion to avoid overuse of CAAM tools has implications for instructional design. Educators need to strike a balance between incorporating technology and ensuring that it enhances rather than overwhelms the learning experience. Intermittent use of CAAM tools for specific learning objectives can prevent learner fatigue and maintain interest.
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