Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

0
Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership
  • Biggs, J. & Tang, C. Train-the-trainers: implementing outcomes-based teaching and learning in Malaysian higher education. Malays. J. Learn. Instr. 8, 1–19 (2011).

    Google Scholar 

  • Strachan, R., & Liyanage, L. (2015). Active student engagement: The heart of effective learning. Global innovation of teaching and learning in higher education: transgressing boundaries, 255–274.

  • Fink, L. D., Davis, J. R. & Arend, B. D. Facilitating seven ways of learning: a resource for more purposeful, effective, and enjoyable college teaching (Routledge, 2013).

    Google Scholar 

  • Tinto, V. Enhancing student success: Taking the classroom success seriously. Int. J. First Year Higher Educ. 3(1), 1–8. (2012).

    Article 

    Google Scholar 

  • Nadelson, L. S. & Seifert, A. L. Integrated STEM defined: contexts, challenges, and the future. J. Educ. Res. 110(3), 221–223 (2017).

    Article 

    Google Scholar 

  • Nicolaides, A. Innovative teaching and learning methodologies for higher education Institutions. Educ. Res. 3(8), 620–626 (2012).

    Google Scholar 

  • Weng, C., Chen, C. & Ai, X. A pedagogical study on promoting students’ deep learning through design-based learning. Int. J. Technol. Design Educ. 33(4), 1653–1674 (2023).

    Article 

    Google Scholar 

  • Rohaetin, S. & Kartini, K. Motivation and learning achievement of economic education students, Faculty of Teacher Training and Education, University of Palangka Raya During the 2020 COVID-19 Pandemic. Jurnal Ilmiah Kanderang Tingang 12(02), 222–233 (2021).

    Article 

    Google Scholar 

  • Gess-Newsome, J. et al. Teacher pedagogical content knowledge, practice, and student achievement. Int. J. Sci. Educ. 41(7), 944–963 (2019).

    Article 

    Google Scholar 

  • Hattie, J. The black box of tertiary assessment: an impending revolution. Tertiary Assess. Higher Educ. Student Outcomes: Policy Pract. Res. 259, 275 (2009).

    Google Scholar 

  • Cheung, A. C. & Slavin, R. E. The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: a meta-analysis. Educ. Res. Rev. 9, 88–113 (2013).

    Article 

    Google Scholar 

  • Yakovleva, N. O. & Yakovlev, E. V. Interactive teaching methods in contemporary higher education. Pacific Sci. Rev. 16(2), 75–80 (2014).

    Article 

    Google Scholar 

  • Debs, L., Miller, K. D., Ashby, I. & Exter, M. Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program. Res. Sci. Technol. Educ. 37(3), 297–323 (2019).

    Article 

    Google Scholar 

  • Kamran, F., Kanwal, A., Afzal, A. & Rafiq, S. Impact of interactive teaching methods on students learning outcomes at university level. J. Positive School Psychol. 7(7), 89–105 (2023).

    Google Scholar 

  • Betti, A., Biderbost, P. & García Domonte, A. Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class. Plos One 17(4), e0265408 (2022).

    Article 
    CAS 
    PubMed Central 

    Google Scholar 

  • Lund Dean, K. & Wright, S. Embedding engaged learning in high enrollment lecture-based classes. Higher Educ. 74(4), 651–668 (2017).

    Article 

    Google Scholar 

  • Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H. & Churi, P. P. Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. J. Appl. Res. Higher Educ. 13(3), 649–663 (2021).

    Article 

    Google Scholar 

  • Zhang, J. H. et al. An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment. Interact. Learn. Environ. 28(2), 231–245 (2020).

    Article 

    Google Scholar 

  • Teräs, H. Collaborative online professional development for teachers in higher education. Profession. Develop. Educ. 42(2), 258–275 (2016).

    Article 

    Google Scholar 

  • Alam, F., Das, H. K. & Arafin, S. S. Incorporating student voice: bring changes in teaching techniques of college-level management education in Bangladesh. J. Appl. Res. Higher Educ. 15(3), 866–883 (2023).

    Article 

    Google Scholar 

  • Hmelo-Silver, C. E. Problem-based learning: What and how do students learn?. Educ. Psychol. Rev. 16, 235–266 (2004).

    Article 

    Google Scholar 

  • Abdi, A. The effect of inquiry-based learning method on students’ academic achievement in science course. Univ. J. Educ. Res. 2(1), 37–41 (2014).

    Google Scholar 

  • Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., et al. Phases of inquiry-based learning: Definitions and the inquiry cycle. Educ. Res. Rev. 14, 47–61 (2015).

  • Barron, B., & Darling-Hammond, L. Teaching for meaningful learning: a review of research on inquiry-based and cooperative learning. Book excerpt. George Lucas Educ. Found. (2008).

  • Boudadi, N. A. & Gutiérrez-Colón, M. Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011–2019. EuroCALL Rev. 28(1), 57–69 (2020).

    Google Scholar 

  • Miettinen, R. The concept of experiential learning and John Dewey’s theory of reflective thought and action. Int. J. Lifelong Educ. 19(1), 54–72 (2000).

    Article 

    Google Scholar 

  • Eyler, J., & Giles Jr, D. E. Where’s the Learning in Service-Learning? Jossey-Bass Higher and Adult Education Series. Jossey-Bass, Inc., 350 Sansome St., San Francisco, CA 94104 (1999).

  • Li, C. C., Aldosari, M. A. & Park, S. E. Understanding pedagogical approaches on student learning styles. Ann. Dent. Oral Health 4(1), 1039–1045 (2021).

    Google Scholar 

  • Yu, D., Zhang, Y., Xu, Y., Wu, J. & Wang, C. Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study. J. Nurs. Educ. 52(10), 574–581 (2013).

    Article 

    Google Scholar 

  • Bishop, J., & Verleger, M. A. The flipped classroom: a survey of the research. In 2013 ASEE annual conference & exposition (pp. 23–1200) (2013).

  • Freeman, S. et al. Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. 111(23), 8410–8415 (2014).

    Article 
    ADS 
    CAS 
    PubMed Central 

    Google Scholar 

  • Prince, M. Does active learning work? A review of the research. J. Eng. Educ. 93(3), 223–231 (2004).

    Article 

    Google Scholar 

  • Michael, J. Where’s the evidence that active learning works?. Adv. Physiol. Educ. 30(4), 159–167. (2006).

  • Chi, M. T. & Wylie, R. The ICAP framework: Linking cognitive engagement to active learning outcomes. Educ. Psychol. 49(4), 219–243 (2014).

    Article 

    Google Scholar 

  • Killian, M. & Bastas, H. The effects of an active learning strategy on students’ attitudes and students’ performances in introductory sociology classes. J. Scholar. Teach. Learn. 15(3), 53–67 (2015).

    Article 

    Google Scholar 

  • Ölmefors, O. & Scheffel, J. High school student perspectives on flipped classroom learning. Pedag. Culture Soc. 31(4), 707–724 (2023).

    Article 

    Google Scholar 

  • Hao, Y. & Lee, K. S. Teaching in flipped classrooms: exploring pre-service teachers’ concerns. Comput. Hum. Behav. 57, 250–260 (2016).

    Article 

    Google Scholar 

  • Gillies, R. M. Dialogic interactions in the cooperative classroom. Int. J. Educ. Res. 76, 178–189 (2016).

    Article 

    Google Scholar 

  • Roschelle, J. (1995). The construction of shared knowledge in collaborative problem solving. Computer Supported Collaborative Learning/Springer-Verlag.

  • Ertmer, P. A. & Ottenbreit-Leftwich, A. T. Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. J. Res. Technol. Educ. 42(3), 255–284 (2010).

    Article 

    Google Scholar 

  • Rayner, S. Educational diversity and learning leadership: a proposition, some principles and a model of inclusive leadership? Educ. Rev. 61(4), 433–447 (2009).

    Article 

    Google Scholar 

  • Ryan, J. C. & Tipu, S. A. Leadership effects on innovation propensity: a two-factor full range leadership model. J. Bus. Res. 66(10), 2116–2129 (2013).

    Article 

    Google Scholar 

  • Shore, L. M. et al. Inclusion and diversity in work groups: a review and model for future research. J. Manage. 37(4), 1262–1289 (2011).

    Google Scholar 

  • Leithwood, K., Seashore, K., Anderson, S. & Wahlstrom, K. Review of research: How leadership influences student learning. The Wallace Foundation. (2004).

  • De Jong, L., Meirink, J. & Admiraal, W. School-based teacher collaboration: Different learning opportunities across various contexts. Teach. Teach. Educ. 86, 102925 (2019).

    Article 

    Google Scholar 

  • Kidd, W. & Murray, J. Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education. J. Educ. Teach. 48(4), 393–406 (2022).

    Article 

    Google Scholar 

  • Wheldall, K., & Merrett, F. (2017). Positive teaching: the behavioural approach. Routledge.

  • Bao, Y. A dual mediation model of the association between principal inclusive leadership and teacher innovative behavior. Sci. Reports 14(1), 12320 (2024).

    ADS 
    CAS 

    Google Scholar 

  • Androutsos, A. & Brinia, V. Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Educ. Sci. 9(2), 113 (2019).

    Article 

    Google Scholar 

  • Pozo-Rico, T., Poveda, R., Gutiérrez-Fresneda, R., Castejón, J. L., & Gilar-Corbi, R. (2023). Revamping teacher training for challenging times: teachers’ well-being, resilience, emotional intelligence, and innovative methodologies as key teaching competencies. Psychology research and behavior management, 1–18.

  • Huberman, M. (1992). Understanding teacher development. Teacher development and instructional mastery, 122–142.

  • Özgenel, M., Mert, P. & Parlar, H. Improving teacher performance: leadership qualities of school principals as a tool. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi 19(39), 1127–1148 (2020).

    Google Scholar 

  • Lee, J. S. The effects of the teacher–student relationship and academic press on student engagement and academic performance. Int. J. Educ. Res. 53, 330–340 (2012).

    Article 

    Google Scholar 

  • Fagan, H. A. S., Wells, B., Guenther, S. & Matkin, G. S. The path to inclusion: a literature review of attributes and impacts of inclusive leaders. J. Leader. Educ. 21(1), 88–113 (2022).

    Article 

    Google Scholar 

  • Gallegos, P. V. (2013). The work of inclusive leadership. Diversity at work: The practice of inclusion, 177–202.

  • Jiang, J., Ding, W., Wang, R. & Li, S. Inclusive leadership and employees’ voice behavior: a moderated mediation model. Curre. Psychol. 41(9), 6395–6405 (2022).

    Article 

    Google Scholar 

  • Kobylarek, A., Błaszczyński, K., Ślósarz, L. & Madej, M. Critical Thinking Questionnaire (CThQ)–construction and application of critical thinking test tool. Andrag. Adult Educ. Soc. Market. 2(2), 1–1 (2022).

    Article 

    Google Scholar 

  • Prakash, S. Attitude of student teachers towards innovative teaching learning methods. Paper presented in State level seminar on Innovative teaching learning methods in school education at Peniel rural college of education on 14th March 2012 (2012).

  • Hair, J. F., Ringle, C. M. & Sarstedt, M. Partial least squares structural equation modeling: rigorous applications, better results and higher acceptance. Long Range Plann. 46(1–2), 1–12 (2013).

    Article 

    Google Scholar 

  • Kivunja, C. Innovative pedagogies in higher education to become effective teachers of 21st century skills: unpacking the learning and innovations skills domain of the new learning paradigm. Int. J. Higher Educ. 3(4), 37–48 (2014).

    Article 

    Google Scholar 

  • Meng, Q., Jia, J. & Zhang, Z. A framework of smart pedagogy based on the facilitating of high order thinking skills. Interact. Technol. Smart Educ. 17(3), 251–266 (2020).

    Article 

    Google Scholar 

  • Okolie, U. C. et al. Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South. Higher Educ. Res. Develop. 41(4), 1184–1198 (2022).

    Article 

    Google Scholar 

  • Lee, N. Y., Wang, Z. & Lim, B. The development of critical thinking: What university students have to say. Teach. Higher Educ. 29(1), 286–299 (2024).

    Article 

    Google Scholar 

  • Ammar, M., Al-Thani, N. J. & Ahmad, Z. Role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Soc. Sci. Human. Open. 9, 100839 (2024).

    Google Scholar 

  • Byers, T., Imms, W. & Hartnell-Young, E. Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Stud. Educ. Evaluat. 58, 167–177 (2018).

    Article 

    Google Scholar 

  • Randel, A. E. et al. Inclusive leadership: realizing positive outcomes through belongingness and being valued for uniqueness. Hum. Resour. Manage. Rev. 28(2), 190–203 (2018).

    Google Scholar 

  • Korkmaz, A. V., Van Engen, M. L., Knappert, L. & Schalk, R. About and beyond leading uniqueness and belongingness: a systematic review of inclusive leadership research. Hum. Resour. Manage. Rev. 32(4), 100894 (2022).

    Google Scholar 

  • Kuknor, S. C. & Bhattacharya, S. Inclusive leadership: new age leadership to foster organizational inclusion. Eur. J. Traini. Develop. 46(9), 771–797 (2022).

    Article 

    Google Scholar 

  • link

    Leave a Reply

    Your email address will not be published. Required fields are marked *