A Framework for Cognitive Development: Fostering Critical and Creative Thinking Skills, Using iSTEM Approach

As the demand for a future-ready workforce grows, educational institutions are working to provide students with the necessary skills and
knowledge. Today's employers place a high value on higher-order thinking abilities such as critical thinking, problem-solving, and creative
thinking in the workplace.
The study aims to present a comprehensive framework for students' cognitive development by enhancing critical and creative thinking
skills. The framework's effectiveness will be supported by comparing and analysing the effectiveness of two methods: a) the traditional
teaching method and b) the iSTEM method using the design thinking model. The design thinking model is a student-centred approach that
emphasises creativity and critical thinking through four key stages: Define, Ideate, Prototype, and Test.
Combining problem-based learning, collaboration and technology, the framework aims to enhance students' problem-solving abilities and
innovation through real-world learning experiences promoting critical and creative thinking. The goal is to improve students' critical and
creative thinking abilities and cultivate a generation of thinkers, equipping them for the challenges of the 21st century.
The study uses a mixed methods approach to analyse and evaluate the impact of transdisciplinary iSTEM education on students' critical
and creative thinking skills. By merging qualitative and quantitative methods, the research aims to manifest how contextualised learning
enriches cognitive engagement and problem-solving abilities, featuring the effectiveness of iSTEM pedagogies in developing essential 21stcentury
skills. To quantitatively measure the development of creative and critical thinking in students, a rubric based on Bloom's taxonomy
is designed to assess students' cognitive development and compare traditional learning methods with real-life context STEM approach. By
tracking changes before and after interventions through pretest and post-test, educators can gauge the impact of teaching real-world
contexts in STEM on cognitive abilities and educational outcomes. Additionally, the semi-structured method will be used to qualitatively
gather teachers’ perspectives and insights on the role and significance of STEM education and traditional teaching methods in fostering
cognition in students.