The Impact of Interdisciplinary Curriculum Approaches on Critical Thinking and Problem-Solving Skills in China
DOI:
https://doi.org/10.53797/ujssh.v4i1.40.2025Keywords:
interdisciplinary learning, critical thinking, problem-solving skills, Chinese education, curriculum reformAbstract
This study examines the impact of interdisciplinary curriculum approaches on critical thinking and problem-solving skills among Chinese high school students, using a quasi-experimental design with 800 participants (400 experimental, 400 control). The experimental group engaged in a 16-week interdisciplinary program, while the control group followed traditional subject-based instruction. Quantitative analysis revealed significant improvements in the experimental group’s critical thinking scores (California Critical Thinking Skills Test: +5.67 points, *p* < 0.001, *d* = 0.89) and problem-solving competencies (Problem-Solving Inventory: +3.78 points in confidence, *p* < 0.001). These findings suggest that interdisciplinary learning enhances higher-order cognitive skills more effectively than conventional methods in China’s exam-oriented system. However, successful implementation requires addressing systemic challenges, including teacher training, assessment reforms, and curriculum adaptation to align with China’s educational context. The study contributes empirical evidence supporting China’s ongoing pedagogical reforms while highlighting the need for culturally responsive interdisciplinary models. Future research should explore longitudinal effects, technology integration, and the development of localized assessment tools to optimize interdisciplinary education in Confucian-heritage learning environments.
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