## 1 Introduction  
Creativity development is an important endeavour for modern education. For the last fifty years, researchers have consistently shown interest in creativity within the field of education, as it is linked to individual well-being and successful academic achievements. Teachers utilize various tools and technology to stimulate creativity by igniting curiosity, aiding in idea development, creating digital products, organizing creative workflows, promoting collaborative creativity, and assessing with evaluation methods. Thus, creativity development is associated with advanced learning outcomes and with technology-enhanced learning [1]. Integrating emerging technologies into classroom learning strategies enhances education at every stage. However, possessing technology alone is not sufficient; effective pedagogical methods that promote learning are essential [2]. As defined in the technological, pedagogical, content, knowledge (TPACK) framework, teachers need three types of knowledge when implementing technology: content knowledge (CK), pedagogy knowledge (PK), and technology knowledge (TK). The interplay between technology, pedagogy, and content occurs in a dynamic environment, in which educators need to be able to creatively align these three components when designing their educational scenarios [3]. Teachers' Professional Development (TPD) programs are very important in helping educators cultivate their creativity when implementing technology in learning design. Educating teachers in technology-enhanced LD is very important because it helps them develop their TPACK, meaning their knowledge and design skills [4]. After the pandemic, there is a heightened need for educators to utilize creativity to effectively support learning in hybrid and online environments. However, the majority of studies related to the connection between creativity and technology do not take into account evidence-based research and educators' experiences and practices, so we can have a grounded knowledge of what creativity and technology mean in classroom settings [5]. Moreover, initiatives in creativity in TPD pose challenges because of educators' limited resources, resistance to change, lack of a clear conception of creativity, and lack of a unified framework [6]. Additionally, developing technology-enhanced learning design capability can be a complex task as it refers to theories of human cognition, the possibilities technology offers, and the fundamentals of instructional design [7]. In this article, we tried to address the issue of creativity in learning design with technology in teacher professional development. To find the best possible training, we relied on the Whale Optimization Algorithm (WOA) when designing our training approach and validated it through the Markov Chain Monte Carlo (MCMC) technique. We concluded with a well-structured design of training. WOA is a swarm intelligence optimization technique [8]. In summary, WOA imitates the hunting techniques of humpback whales. It was created to address optimization problems. The phases of WOA are encircling the prey, exploitation, and exploration. In a few words, the process involves conducting a literature review on the optimization target, identifying key components, and exploring alternatives to avoid local optima. This is crucial, as maintaining a balance between exploration and exploitation is essential in WOA problems. Implementing WOA in the design process helped us conceptualize and eventually conclude on a TPD focusing on creative learning design with technology. MCMC helped us evaluate that the WOA will give an optimal solution. A critique of WOA applications is that they fail to address multi-dimensional problems and might lead to a very good but not the 'best' solution. This is one of the reasons that there are modifications and hybridizations of the algorithm [9]. Our focus on MCMC helps WOA address these challenges, especially at the end of the process, when we have a solution, to validate indeed that it is optimal.