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Author ORCID Identifier

Xiu Guan: https://orcid.org/0000-0003-0566-5135

Abstract

Problem-solving skills are critical for students in higher vocational colleges as they prepare for future careers and life challenges. However, cultivating problem-solving skills presents significant challenges. This study investigates the development of students’ problem-solving skills from the perspective of teachers in higher vocational colleges. Fifteen teachers participated in semi-structured interviews, and the data were analyzed using thematic analysis based on the 3P model (Presage - Process - Product). Within this framework, the cultivation of problem-solving skills is conceptualized as a dynamic system comprising three interconnected stages. In the Presage stage, cognitive factors affect the effectiveness of skills development, while non-cognitive factors influence the developmental process. Teachers’ understanding and valuation of problem-solving skills are pivotal for their effective implementation. Moreover, environmental conditions also play a crucial role. In the Process stage, instructional design is guided by instructional objectives, and context-specific teaching methods combined with practical courses have been shown to enhance problem-solving skills more effectively. In the Product stage, teachers rated students’ problem-solving skills as ranging from moderate to below moderate, which they attributed to factors such as low student motivation, limited teacher proficiency, time constraints, and insufficient resources. These insights identify key areas for targeted improvements in the cultivation of problem-solving skills in higher vocational colleges.

First Page

196

Last Page

221

Ethics Approval

Not Applicable

Declaration Statement

The declaration statement is as follows:

(a) data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

(b) funding statement

This research is supported by the Beijing Social Science Foundation Project (Research on the Assessment Framework of Adaptive Problem Solving Ability in the Age of Digital Intelligence, 23JYB011).

(c) conflict of interest disclosure

The authors declare that they have no conflicts of interest.

(d) participant consent statement

Informed consent was obtained from all teachers involved in the study.

(e) permission to reproduce material from other sources (put N/A if this does not apply to your manuscript)

N/A

(f) clinical trial registration (put N/A if this does not apply to your manuscript)

N/A

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