Exploring Innovative Mindsets of Higher Education Learners for STEM Skills through Social Learning Perspectives

Abstract

Innovative mindset helps students embrace interdisciplinary approaches, enabling them to integrate knowledge from various domains and collaborate effectively with others. In doing so, they contribute not only to technological and scientific progress but also to societal growth by addressing pressing social concerns. This paper explored how classrooms fostered innovative mindsets among college students through social learning processes. This exploratory study gathered narratives from 16 science, technology, engineering, and mathematics (STEM) students in Biliran Province about their experiences that cultivate their innovative mindset in academic settings. Participants were purposively sampled, and data were analyzed using reflexive thematic analysis. The findings indicated that innovative mindset in STEM students is viewed as a triad of flexibility, creativity, and knowledge. Innovation was not limited to generating new ideas but also involved adapting to changing circumstances and applying learned knowledge to solve problems. Teachers who create a collaborative and inquiry-driven classroom environment facilitated students in approaching challenges from multiple perspectives and experimenting with solutions. The ability of teachers to simplify and break down problems into manageable parts served as a form of cognitive modeling, which encouraged students to adopt similar methods when solving their own issues. This strategy not only enhanced understanding but also built confidence in managing challenges innovatively. Cultivating an innovative mindset requires a combination of adaptive teaching strategies, effective integration of technology, and a supportive learning environment. These elements help students develop the critical thinking and problem-solving skills necessary for success in STEM fields and beyond.