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Enhancing students’ cognitive flexibility is crucial for success in dynamic academic settings, yet traditional methods often fail to develop this skill. This study addresses the gap by investigating the effects of design thinking in biology lessons on high school students’ cognitive flexibility, while examining the moderating role of academic resilience. Using a quasi-experimental design, 97 students were divided into experimental and control groups, with the former receiving biology instruction enhanced with design thinking. Cognitive flexibility was measured through pre- and post-tests, and academic resilience was assessed for its moderating influence. The findings revealed that students exposed to design thinking-guided biology instruction showed significantly greater cognitive flexibility compared to the control group. Additionally, academic resilience amplified this effect, enhancing the benefits of design thinking in biology teaching. These results suggest that integrating design thinking into biology education, coupled with fostering academic resilience, can effectively boost students’ cognitive flexibility.
Honra et al. (Wed,) studied this question.