Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies
This study aims to determine the influence of pre-service teachers’ preferences for smart learning environments on their critical thinking skills and moderating role of cognitive learning strategies. Critical thinking skills are essential for teachers as they enable them to analyse information, solv...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
UiTM Press
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/117403/ http://psasir.upm.edu.my/id/eprint/117403/1/117403.pdf |
| _version_ | 1848867239859585024 |
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| author | Roslan, Samsilah Sulaiman, Tajularipin Ma'rof, Aini Marina Ni, Nie |
| author_facet | Roslan, Samsilah Sulaiman, Tajularipin Ma'rof, Aini Marina Ni, Nie |
| author_sort | Roslan, Samsilah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study aims to determine the influence of pre-service teachers’ preferences for smart learning environments on their critical thinking skills and moderating role of cognitive learning strategies. Critical thinking skills are essential for teachers as they enable them to analyse information, solve complex problems, and make informed decisions, ultimately enhancing their effectiveness in educating and guiding students. This quantitative study using multivariate analysis collected responses from preservice teachers from four colleges and universities in China. The sample size was 686 preservice teachers (M = 21 years, SD = 1.19 years; 65.6% female). SPSS v.26.0 was used to analyse the data. The results showed that there is a positive correlation between students’ preferences for smart classroom environment components and critical thinking skills. Moreover, the findings revealed that reflective thinking, inquiry-based learning, ease of use, and perceived usefulness influence the preservice teachers’ critical thinking skills. The results also showed that cognitive learning strategies significantly moderated their hypothesised associations. The results of the study can assist educators and curriculum designers in creating more challenging smart learning opportunities and evaluation systems. |
| first_indexed | 2025-11-15T14:33:21Z |
| format | Article |
| id | upm-117403 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:33:21Z |
| publishDate | 2024 |
| publisher | UiTM Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1174032025-05-20T01:44:43Z http://psasir.upm.edu.my/id/eprint/117403/ Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies Roslan, Samsilah Sulaiman, Tajularipin Ma'rof, Aini Marina Ni, Nie This study aims to determine the influence of pre-service teachers’ preferences for smart learning environments on their critical thinking skills and moderating role of cognitive learning strategies. Critical thinking skills are essential for teachers as they enable them to analyse information, solve complex problems, and make informed decisions, ultimately enhancing their effectiveness in educating and guiding students. This quantitative study using multivariate analysis collected responses from preservice teachers from four colleges and universities in China. The sample size was 686 preservice teachers (M = 21 years, SD = 1.19 years; 65.6% female). SPSS v.26.0 was used to analyse the data. The results showed that there is a positive correlation between students’ preferences for smart classroom environment components and critical thinking skills. Moreover, the findings revealed that reflective thinking, inquiry-based learning, ease of use, and perceived usefulness influence the preservice teachers’ critical thinking skills. The results also showed that cognitive learning strategies significantly moderated their hypothesised associations. The results of the study can assist educators and curriculum designers in creating more challenging smart learning opportunities and evaluation systems. UiTM Press 2024-02-14 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/117403/1/117403.pdf Roslan, Samsilah and Sulaiman, Tajularipin and Ma'rof, Aini Marina and Ni, Nie (2024) Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies. Asian Journal of University Education, 20 (1). pp. 28-41. ISSN 1823-7797; eISSN: 2600-9749 https://ajue.uitm.edu.my/2024/02/14/ajue-v20i1/ 10.24191/ajue.v20i1.25742 |
| spellingShingle | Roslan, Samsilah Sulaiman, Tajularipin Ma'rof, Aini Marina Ni, Nie Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title | Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title_full | Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title_fullStr | Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title_full_unstemmed | Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title_short | Impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| title_sort | impact of smart classroom preferences on critical thinking skills of chinese pre-service teachers: the role of moderating cognitive learning strategies |
| url | http://psasir.upm.edu.my/id/eprint/117403/ http://psasir.upm.edu.my/id/eprint/117403/ http://psasir.upm.edu.my/id/eprint/117403/ http://psasir.upm.edu.my/id/eprint/117403/1/117403.pdf |