Investigating cognitive flexibility and innovation in interdisciplinary project-based learning: the role of openness to learning and peer feedback quality in vocational education

This study investigates how cognitive flexibility, engagement, and teamwork interact to foster problem-solving and innovation within interdisciplinary project-based learning (PBL) in vocational education. Drawing on Cognitive Flexibility Theory (CFT), Social Interdependence Theory (SIT), and Transformative Learning Theory (TLT), it examines the contextual roles of project complexity and knowledge diversity, as well as the moderating effects of openness to learning and peer feedback quality. A cross-sectional survey of vocational students (<i>N</i> = 278) in Sichuan Province, China, was employed to test a structural model that assesses direct, mediated, and moderated relationships. Results indicate that project complexity and knowledge diversity significantly enhance cognitive flexibility, which in turn drives problem-solving and teamwork. Engagement further facilitates these outcomes, underscoring its role in collaborative and adaptive processes. Openness to learning and peer feedback quality exhibit nuanced moderating effects, highlighting that excessive openness or unstructured feedback can dilute rather than amplify innovation. The findings offer novel insights into how CFT, SIT, and TLT converge in interdisciplinary PBL, demonstrating that well-orchestrated team dynamics and contextual supports are essential for harnessing cognitive flexibility. Practically, the study provides actionable guidance for educators and policymakers seeking to design effective PBL environments, emphasizing the importance of structured peer feedback, balanced openness, and context-specific measurement of cognitive adaptability to meet the demands of contemporary workplaces.