PROJECT-BASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY IN BUSINESS ENGLISH TEACHING: A CASE STUDY

Abstract

In the 21st century, higher order thinking skills such as creativity and critical thinking are in high demand. In the context of China, the policy Made in China 2025 was proposed to develop the interdisciplinary curriculum. This study intends to investigate how implementing a project-based flipped classroom approach influences the development of critical thinking and creativity among students studying business English in higher vocational colleges in Shanxi. A quasi-experimental study with distinct groups was structured for this research. The study involved 120 participants, and information was gathered using the Ennis-Weir Critical Thinking Test and TTCT Creativity Test. The data underwent analysis employing Analysis of Covariance (ANCOVA) and a paired-sample t-test. The results of research showed that project-based flipped classroom performed better in critical thinking (F=43.81, p=.000<.001, ŋ2=0.27), and creativity (F=106.13, p=.000<.001, ŋ2=0.47), demonstrated as a more efficient teaching method for reshaping the current curriculum pedagogy, achieving sustainable development goals in higher vocational education. This research not only theoretically incorporates classroom activities into the enhancement of advanced cognitive skills but also offers direction for stakeholders to foster the sustainable development of talent in higher vocational education. However, it is suggested that further research should be done to include more diversified population and generalize its results. Besides, the method to efficiently conduct the project-based flipped classroom needs further exploration.