A model of flexible thinking in contemporary education

Abstract

Rapid global changes and fast advancements in technological innovations highlight the need for flexible thinking among learners of all ages. Flexible thinking has many definitions, but it is yet lacking reference to contemporary technology-enhanced education. Guided by the grounded theory approach, this study was set to generate a model of ‘flexibility’ by linking past definitions to present conceptions. The study was conducted through three phases of data collection, via an online survey and semi-structured interviews, among one-hundred thirty-three educational instructors, university lecturers, and student teachers. Findings indicated three main themes that underline the conceptualization of flexible thinking in contemporary education: Open-mindedness to others’ ideas – the ability to learn from others, manage teamwork, listen to multiple perspectives, and handle conflicts; Adapting to changes in learning situations – the ability to find multiple solutions, solve unfamiliar problems, and transfer knowledge to new situations; and Accepting new or changing learning technologies – the ability to adjust to advanced technologies and effectively use them for meaningful learning. Our qualitative data indicated links between the three themes; identifying ‘open-mindedness to others’ ideas’ as fundamental for contemporary flexible thinking. This study presents a unified theoretical model that may assist educators and learners to self-evaluate flexibility. It may also assist in promoting ideas for pedagogical interventions that enhance this important thinking skill.