This research investigates how future engineering educators leverage the educational affordances of Web 2.0 tools throughout a Creative Problem-Solving (CPS) based workshop to enhance instructional capabilities for gifted students in terms of upskilling in engineering education. The focus is on developing essential skills, especially critical thinking and higher-level thinking skills, fostering understanding of complex, broad issues in an inter-disciplinary context, and nurturing affective attributes that are vital for effective teaching according to gifted education standards worldwide. To do so, a framework that encourages the acquisition of these skills was designed, so as to explore how these skills are valued by engineering students as highly significant in the context of designing educational experiences for gifted learners. The analysis of the data collected proves that the framework not only supported engineering students to engage in differentiated learning design but also supports the integration of cognitive and affective skills development.