A cultural perspective to project-based learning and the cultivation of innovative thinking

Abstract

Studies on higher-order thinking skills advocate the importance of cultivating innovative thinking through project-based learning (PBL); yet, little attention was paid to students’ cultural background. Given the increase in international student mobility, the aim of this study was to examine the role of PBL in cultivating innovative thinking as perceived by international students from China and by local students. The participants studied the same PBL course, delivered by the same teaching staff, but in separate classrooms. Applying a mixed methods case study design, data were collected through pre- and post-questionnaires and focus-group interviews. The findings indicated that although the PBL process had a positive influence on cultivating students’ perceived innovative thinking in both groups, differences were found in behaviors that lead to the generation of innovative ideas. The Chinese students identified gains associated with behaviors of Observing and Questioning; whereas the local students identified gains associated with Idea Networking. The study presents a five-stage innovation cultivation PBL process that can be adapted to higher education programs, highlighting the need for cultural-sensitivity in designing and delivering courses for international students.