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

Tariq Mehmood Bhuttah · Muhammad Naseem Abid · Sonia Sharma

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Education and Critical Thinking Development Evaluation of Teaching Practices Innovative Teaching Methods

Abstract

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

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References

2014Active learning increases student performance in science, engineering, and mathematics 2004Does Active Learning Work? A Review of the Research 2013Partial Least Squares Structural Equation Modeling: Rigorous Applications, Better Results and Higher Acceptance 2004Problem-Based Learning: What and How Do Students Learn?2014The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes 2010Teacher Technology Change 2006Making it safe: the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams 1995The Construction of Shared Knowledge in Collaborative Problem Solving

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