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The main purpose of this study was to evaluate an interdisciplinary teaching module (IHTM) that had been developed, and this evaluation determined the usability of the module and its instructional objectives in strengthening the higher-order thinking skills of Chinese university students. The evaluation process involved a total of 37 teachers in interdisciplinary fields; these participants included 27 young teachers and 10 expert teachers. Descriptive analyses, comparative analyses, and Fuzzy Delphi (FDM)-based expert consensus were used to derive results in terms of the module's usability.Findings indicated the module's usability and usefulness in strengthening higher-order thinking skills, and the 10-member expert panel reached a consensus on the evaluation of the module's usability.
Zhenduo et al. (Fri,) studied this question.
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