Innovative thinking and application skills-oriented pedagogy in mechanics education

This study introduces a Three-Phase Pedagogical Model (TPM) for foundational mechanics education to better cultivate students’ innovative application competencies. The TPM comprises three temporal phases—Phase 1 Experiential Foundations, Phase 2 Scaffolded Application, and Phase 3 Innovation & Industry Integration—supported by cross-cutting Micro (real-time analytics and adaptive feedback), Meso (cognitive apprenticeship and collaborative design cycles), and Macro (PDCA-driven curriculum and industry alignment) Operational Layers. A longitudinal mixed-methods, quasi-experimental design followed 2,100 students (2020–2024), integrating learning analytics, expert-rated performance rubrics, and qualitative triangulation (surveys, reflective artifacts, instructor debriefs). Multi-source evidence indicates consistent gains across composite competency indices and performance metrics after adjustment and sensitivity analyses, suggesting that coupling phased experiential progression with layer-based adaptive supports can accelerate foundational-to-innovative skill transfer. The model yields actionable design principles for globally scaling adaptive, Industry 4.0–aligned reform in mechanics curricula. However, causal inference remains limited by the non-randomized, single-system context; future work should employ multi-site randomized or stepped-wedge trials, test cross-institutional measurement invariance of competency indices, and evaluate cost, equity, and VR-integrated adaptive cycle scalability in resource-constrained settings. These findings position the TPM as a structured, evidence-informed architecture advancing outcome-focused engineering education reform.