Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking

Cognitive flexibility, the ability to adapt thinking and integrate knowledge across disciplines, is increasingly critical in addressing complex, real-world problems. In education, problem-based learning (PBL) is widely recognized for fostering active engagement and deep learning; however, its specific effects on cognitive flexibility in biology education remain underexplored. This study examines the impact of PBL on cognitive flexibility, with a focus on transdisciplinary thinking as a moderating factor. To address this gap, a quasi-experimental design was employed with 92 senior high school students divided into PBL and non-PBL groups. Data were collected using the Cognitive Flexibility Inventory (CFI) and the Transdisciplinary Thinking Scale (TTS), followed by statistical analyses to compare outcomes. Results revealed that students in the PBL group exhibited significantly greater cognitive flexibility, amplified by transdisciplinary thinking. These findings highlight the importance of integrating PBL and transdisciplinary approaches into biology curricula to prepare students for interdisciplinary challenges.