Integrating Technology to Enhance Collaborative Learning in Chinese University STEM Classrooms

Abstract

The traditional, lecture-based pedagogical model often prevalent in Chinese university STEM classrooms is increasingly viewed as insufficient for cultivating the advanced collaborative and problem-solving skills demanded by the 21^st century workforce. This research addresses this critical gap by investigating the impact of integrating technology to enhance collaborative learning a pedagogical approach widely recognized for its potential to foster deeper engagement and improved student outcomes. The study’s primary objective is to quantitatively examine the perceptions of Chinese university students and instructors regarding technology-enhanced collaborative learning and to measure its effects on student engagement, academic performance, and the development of essential 21^st century skills, including critical thinking and teamwork. Employing a quasi-experimental, pre-test/post-test non-equivalent groups design, a sample of STEM students will be divided into an experimental group, which will participate in a technology-enhanced collaborative learning intervention, and a control group, which will receive traditional instruction. Data will be collected using validated surveys, pre- and post-intervention academic assessments, and instructor-rated rubrics. Statistical analysis will be conducted to compare the groups and identify significant differences in outcomes. The findings are expected to provide robust empirical evidence on the measurable benefits and practical challenges of this pedagogical approach within the unique cultural and educational context of China. Ultimately, the results will offer actionable recommendations for university educators and policymakers, informing curriculum design and professional development initiatives to better prepare STEM graduates for a rapidly evolving global economy.