Enhancing Complex Problem-Solving in Engineering Education Through Blended Learning Innovation

<p>The development of complex problem-solving (CPS) skills has become a central goal in education, particularly in an era marked by rapid transformations in knowledge and information. This study aimed to design and evaluate the effectiveness of a blended learning innovation grounded in constructivist principles and the theory of CPS. Employing a model-based research methodology, the study was conducted in two phases: the development of the learning innovation and the assessment of its effectiveness. The participants were thirty-one undergraduate students who engaged in a learning process designed to enhance CPS skills, academic achievement, and their perception of the innovation. The resulting innovation integrated authentic problem scenarios, curated learning resources, and a hands-on experimental kit. Quality evaluation revealed a high standard of design (<em>M</em> = 4.26, SD = 0.50). Students demonstrated marked improvement in CPS skills, with average scores increasing from 5.87 to 13.90. Additionally, post-instruction academic achievement was significantly higher than pre-instruction scores (<em>p</em> < 0.05). The findings indicate that a pedagogical approach combining constructivist learning, CPS theory, and digital tools can effectively foster learners’ higher-order thinking skills in meaningful ways.</p>