In e na ional Jou nal o Social Science and Educa ion Resea ch S udies
ISSN(p in ): 2770-2782, ISSN(online): 2770-2790
Volume 05 Issue 11 No embe 2025
DOI: h ps://doi.o g/10.55677/ijsse s/V05I11Y2025-01, Impac Fac o : 7.573
Page No : 985-994
985 A ailable a : www.ijsse s.o g
In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom
In e ac ion and Online Knowledge Sha ing among Thea e S uden s in
Beijing
Hong HaoDan1, Pu e i Roslina Abdul Wahid2
1,2Ci y Uni e si y Malaysia
ABSTRACT Published Online: No embe 07, 2025
C ea i i y is a undamen al ou come o highe educa ion, pa icula ly in hea e disciplines whe e
collabo a ion and in e p e a ion a e cen al o lea ning and pe o mance. This s udy examines how
class oom in e ac ion and online knowledge sha ing in luence s uden c ea i i y among hea e
s uden s in Beijing, China. D awing on Cons uc i is Lea ning Theo y and Social Cogni i e Theo y,
a quan i a i e c oss-sec ional su ey design was employed. Da a we e collec ed om 367
unde g adua e hea e s uden s using alida ed Like -scale ins umen s and analyzed wi h Pa ial Leas
Squa es S uc u al Equa ion Modeling (PLS-SEM). Resul s e ealed ha bo h class oom in e ac ion
(β = 0.165, p < 0.001) and online knowledge sha ing (β = 0.228, p < 0.001) ha e posi i e and signi ican
e ec s on s uden c ea i i y, wi h he la e demons a ing a s onge p edic i e in luence. These
indings highligh he syne gis ic oles o in e ac i e and digi al lea ning en i onmen s in cul i a ing
c ea i e po en ial. Theo e ically, he s udy in eg a es social and cons uc i is pa adigms o explain
how collabo a i e and echnology-media ed lea ning enhance c ea i i y. P ac ically, i o e s guidance
o hea e educa o s and policymake s o s eng hen pa icipa o y pedagogy, digi al collabo a ion, and
in e disciplina y engagemen . The esea ch con ibu es empi ical e idence om a non-Wes e n
pe o ming a s con ex , ein o cing he impo ance o in eg a ing social in e ac ion and digi al
knowledge exchange in c ea i i y-o ien ed educa ion.
KEYWORDS:
Thea e Educa ion;
Class oom In e ac ion;
Online Knowledge
Sha ing; S uden
C ea i i y;
Cons uc i is
Lea ning Theo y
INTRODUCTION
Backg ound
C ea i i y is a co e wen y- i s -cen u y ou come in highe
educa ion and especially salien in hea e, whe e collabo a i e
meaning-making, imp o isa ion, and in e p e a ion a e cen al
o lea ning and pe o mance. Ye compa a i e wo k sugges s
ha c ea i i y can be une enly cul i a ed ac oss sys ems;
s udies on adolescen s’ scien i ic e sus a is ic c ea i i y
highligh dis inc cogni i e p o iles and de elopmen al needs,
unde sco ing why discipline-speci ic con ex s like hea e me i
ocused inqui y (Zhang e al., 2020). Simul aneously, digi al
pla o ms ha e ans o med how s uden s connec , lea n, and
Co esponding Au ho : Hong HaoDan
*Ci e his A icle: Hong HaoDan, Pu e i Roslina Abdul
Wahid (2025). In e ac i e and Digi al Pa hways o C ea i i y:
The Role o Class oom In e ac ion and Online Knowledge
Sha ing among Thea e S uden s in Beijing. In e na ional
Jou nal o Social Science and Educa ion Resea ch S udies,
5(11), 985-994
co-c ea e knowledge. Social media and ela ed ools enable
ongoing dialogue, esou ce cu a ion, and eedback loops ha
ex end beyond class ime, making ne wo ked collabo a ion a
ou ine pa o uni e si y lea ning (Rowan-Kenyon e al., 2016;
Salmon e al., 2015).
Two lea ning p ocesses a e pa icula ly ele an o hea e
s uden s’ c ea i e de elopmen : class oom in e ac ion and
online knowledge sha ing. Fi s , in e ac i e class oom
p ac ices (s uden –s uden and s uden – eache ) suppo
engagemen , co-cons uc ion o unde s anding, and idea
elabo a ion—condi ions ha align wi h c ea i i y-suppo i e
pedagogies (Aguile a & O iz-Re illa, 2021). Resea ch on
dialogic, collabo a i e en i onmen s shows social media can
augmen such in e ac ion by sca olding pee eedback,
discussion, and join p oblem-sol ing (Ansa i & Khan, 2020;
Rowan-Kenyon e al., 2016). Second, online knowledge
sha ing— he c ea ion, exchange, and e inemen o ideas ia
digi al channels—has been heo ized and obse ed o en ich
lea ning communi ies and inno a ion, o e ing s uden s di e se
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
986 A ailable a : www.ijsse s.o g
inpu s ha can uel o iginali y (Ma & Yuen, 2011; Vila inho-
Pe ei a e al., 2021). Wo k on en e p ise and highe -educa ion
se ings u he documen s links be ween social media-enabled
knowledge lows and c ea i e pe o mance (Sun e al., 2020;
Khan e al., 2021).
A he same ime, he a o dances o social pla o ms ca y isks
o c ea i e lea ning when pa icipa ion il s owa d
consump ion o mimic y a he han c i ical engagemen .
S udies on Chinese you h emphasize po en ial downsides o
pla o m dynamics o deepe lea ning and sel -exp ession,
ein o cing he need o in en ional, pedagogically guided use
(Wu e al., 2024). Taken oge he , he li e a u e sugges s ha
hea e s uden s’ c ea i i y may be shaped by how ac i ely hey
in e ac in class and how e ec i ely hey sha e knowledge
online, bu hese ela ionships equi e empi ical es ing in
discipline-speci ic, non-Wes e n con ex s.
P oblem S a emen
Despi e calls o mo e beyond ins uc o -cen e ed, exam-
o ien ed app oaches, many class ooms s ill p o ide limi ed
oppo uni ies o dialogic pa icipa ion ha nu u es c ea i i y
(Aguile a & O iz-Re illa, 2021). This is consequen ial in
hea e, whe e c ea i i y eme ges h ough ehea sal alk,
eedback, and collabo a i e explo a ion; when in e ac ion is
cons ained, s uden s may de aul o eplica ion a he han
expe imen a ion. Concu en ly, while social echnologies can
s eng hen collabo a i e lea ning, e idence wi hin c ea i e
disciplines emains agmen ed: some s udies documen gains
in engagemen and knowledge building (Ansa i & Khan, 2020;
Rowan-Kenyon e al., 2016), whe eas o he s cau ion ha
pla o m use can skew owa d supe icial engagemen ha does
no ansla e in o o iginal p oduc ion (Wu e al., 2024).
Mo eo e , online knowledge sha ing has been heo ized as a
mechanism o b oadening idea pools and ca alyzing
inno a i e ou comes (Ma & Yuen, 2011; Vila inho-Pe ei a e
al., 2021), and empi ical wo k links social media a o dances
o knowledge ans e and c ea i e pe o mance (Sun e al.,
2020; Khan e al., 2021). Ye he e is a pauci y o ocused
s udies examining whe he hese dynamics hold o hea e
s uden s’ c ea i i y, whe e aes he ic judgmen , ensemble
p ocesses, and pe o mance cons ain s in e ac in dis inc i e
ways. Mos c ea i i y esea ch in highe educa ion is no
ailo ed o he pe o ming a s, and c oss-sys em compa isons
sugges ha con ex ual ac o s ma e o how c ea i i y
mani es s (Zhang e al., 2020). Consequen ly, he e is a clea
need o es wo ounda ional ela ionships in his popula ion
which a e Class oom In e ac ion → C ea i i y, and Online
Knowledge Sha ing → C ea i i y. Add essing hese gaps wi h
discipline-speci ic e idence can cla i y whe he —and how—
in e ac i e lea ning p ocesses and digi al knowledge exchanges
p edic c ea i e ou comes among hea e s uden s.
Signi icance o he S udy
In e m i heo e ical con ibu ion, by modelling c ea i i y as an
ou come o in e ac ional (class oom) and ne wo ked (online
knowledge sha ing) lea ning p ocesses, he s udy in eg a es
s ands o esea ch on STEAM/c ea i i y-suppo i e pedagogy
(Aguile a & O iz-Re illa, 2021), collabo a i e/social media
lea ning in highe educa ion (Ansa i & Khan, 2020; Rowan-
Kenyon e al., 2016), and knowledge sha ing as a d i e o
inno a ion and c ea i e pe o mance (Ma & Yuen, 2011; Sun e
al., 2020; Vila inho-Pe ei a e al., 2021). E idence om a
hea e con ex ex ends he gene alizabili y o hese
amewo ks o a domain whe e c ea i i y is inhe en ly social
and pe o ma i e.
Fo p ac ical implica ions, o ins uc o s and p og am leade s,
iden i ying whe he class oom in e ac ion and online
knowledge sha ing eliably p edic c ea i i y o e s conc e e
le e s o cou se and cu iculum design. I e ec s a e posi i e,
p og ams can in ensi y s uc u ed, pa icipa o y ac i i ies
(c i iques, ensemble ehea sals, pee -led wo kshops) o boos
in e ac ion (Aguile a & O iz-Re illa, 2021); embed guided
digi al collabo a ion (discussion p omp s, esou ce lib a ies,
pee eedback p o ocols) o ele a e he quali y o knowledge
exchanges (Ansa i & Khan, 2020; Rowan-Kenyon e al., 2016);
and align assessmen wi h collabo a i e and o iginal p oduc ion
a he han ecall, le e aging pla o m a o dances ha ha e
been ied o knowledge ans e and c ea i e ou comes (Sun e
al., 2020; Khan e al., 2021).
Policy and con ex ele ance wise, si ua ed e idence om
hea e s uden s con ibu es o b oade deba es abou how o
cul i a e c ea i i y in uni e si y se ings na iga ing apid
pla o m adop ion. I also speaks o conce ns in he Chinese
con ex abou balancing echnology-enabled lea ning wi h
dep h and o iginali y (Wu e al., 2024), o e ing discipline-
speci ic guidance on when and how in e ac ion and online
knowledge sha ing ma e mos o c ea i e de elopmen .
LITERATURE REVIEW
Theo e ical Backg ound
This s udy is g ounded in wo complemen a y heo e ical
pe spec i es—Cons uc i is Lea ning Theo y and Social
Cogni i e Theo y (SCT)—which oge he explain how
in e ac i e lea ning p ocesses os e s uden s’ c ea i i y in
con empo a y highe educa ion. Bo h heo ies highligh
lea ning as an ac i e, socially si ua ed, and ecip ocal p ocess
a he han a passi e ans e o in o ma ion, making hem
especially ele an o hea e educa ion whe e c ea i i y
de elops h ough collabo a ion, pe o mance, and e lec ion.
Cons uc i is Lea ning Theo y
Cons uc i is Lea ning Theo y p oposes ha knowledge is
ac i ely cons uc ed h ough expe ience, in e ac ion, and
dialogue a he han ansmi ed om eache o s uden (Hein,
1991; Zajda, 2023). Lea ne s make meaning by connec ing new
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
987 A ailable a : www.ijsse s.o g
in o ma ion o p io unde s anding, nego ia ing in e p e a ions
wi h pee s, and e lec ing on ou comes. Wi hin a hea e
class oom, his p ocess is isible when s uden s collec i ely
analyse sc ip s, imp o ise scenes, and c i ique pe o mances.
In e ac ion—bo h s uden - o-s uden and s uden - o- eache —
se es as he mechanism h ough which lea ne s in e nalize
ideas, challenge assump ions, and gene a e new c ea i e
solu ions.
Chuang (2021) and S ikan e al. (2021) emphasize ha
cons uc i is lea ning en i onmen s encou age p oblem
sol ing, dialogue, and pee sca olding—condi ions p o en o
enhance c ea i e hinking. By os e ing open communica ion,
mu ual eedback, and co-c ea ion, class oom in e ac ion
ans o ms he lea ning en i onmen in o a social a ena o idea
expe imen a ion and di e gen hough . Consequen ly,
Cons uc i is Lea ning Theo y p o ides he concep ual
g ounding o hypo hesizing ha ac i e, pa icipa o y
class oom in e ac ion posi i ely in luences s uden s’ c ea i i y.
Social Cogni i e Theo y (SCT)
While cons uc i ism explains how c ea i i y eme ges h ough
in e pe sonal engagemen in physical class ooms, Social
Cogni i e Theo y (Bandu a, 2001; Luszczynska & Schwa ze ,
2015) ex ends his easoning o he digi al sphe e. SCT asse s
ha beha io esul s om a iadic ecip ocal ela ionship
among pe sonal ac o s (cogni ion, sel -e icacy), beha io , and
en i onmen . Indi iduals lea n no only h ough di ec
expe ience bu also by obse ing o he s and modelling hei
beha io s, a p ocess pa icula ly salien in online spaces whe e
lea ne s con inuously encoun e pee s’ ideas, pe o mances,
and eedback.
Applied o online knowledge sha ing, SCT sugges s ha
s uden s’ c ea i e beha io s a e shaped by en i onmen al
a o dances o digi al pla o ms (e.g., commen sys ems, pee
isibili y) and by cogni i e-mo i a ional ac o s such as sel -
e icacy and ou come expec a ions (Rana & Dwi edi, 2015; Al-
Dokhny e al., 2021; Khan e al., 2021). When hea e s uden s
sha e esou ces, discuss pe o mances, o exchange
cons uc i e c i iques online, hey engage in ecip ocal
ein o cemen : social eedback boos s con idence and
s imula es u he expe imen a ion. O e ime, hese media ed
in e ac ions cul i a e obse a ional lea ning and ica ious
c ea i i y, aligning wi h SCT’s emphasis on lea ning h ough
social modelling. Thus, online knowledge sha ing embodies he
co e SCT mechanism linking social in luence and c ea i e
pe o mance.
Toge he , Cons uc i is Lea ning Theo y and Social Cogni i e
Theo y o m a dual-p ocess model o c ea i i y de elopmen .
Class oom in e ac ion, oo ed in cons uc i ism, p o ides
immedia e expe ien ial collabo a ion ha nu u es idea
o ma ion and c i ical discou se. Online knowledge sha ing,
g ounded in SCT, ex ends hese in e ac ions in o digi al
ne wo ks whe e obse a ion, imi a ion, and eedback con inue
he c ea i e cycle. In eg a ing bo h amewo ks suppo s a
holis ic unde s anding o how hea e s uden s cons uc ,
exchange, and e ine ideas ac oss physical and i ual
en i onmen s—ul ima ely enhancing hei c ea i e capaci y.
Class oom In e ac ion and C ea i i y
Concep ual O e iew
Class oom in e ac ion plays a pi o al ole in enhancing
s uden s’ c ea i i y, pa icula ly in a s-based disciplines such
as hea e, whe e collabo a ion and communica ion a e in eg al
o lea ning and pe o mance. In e ac ion encompasses bo h
pee - o-pee and eache –s uden engagemen ha p omo es
idea exchange, dialogue, and cons uc i e eedback (Johnson &
Johnson, 1989; Wood, B une , & Ross, 1976). Wi hin hea e
educa ion, such collabo a ion c ea es a dynamic en i onmen
whe e s uden s can ehea se, c i ique, and e ine a is ic ideas,
he eby os e ing c ea i e g ow h.
The Cons uc i is Lea ning Theo y p o ides he p ima y
ounda ion o unde s anding how in e ac ion s imula es
c ea i i y. Acco ding o Hein (1991) and Zajda (2023),
knowledge is ac i ely cons uc ed h ough social dialogue and
expe ien ial lea ning. In his sense, c ea i i y is no an
indi idual ai bu a socially co-c ea ed p ocess ha eme ges
h ough engagemen and pa icipa ion. When hea e s uden s
in e ac wi h pee s and ins uc o s— h ough sc ip
in e p e a ion, ole-playing, o eedback sessions— hey co-
cons uc unde s anding and gain new pe spec i es, which
igge di e gen hinking and o iginal exp ession (Chuang,
2021).
Pee In e ac ion and Collabo a i e Lea ning
Pee collabo a ion enables s uden s o challenge ideas, e lec
on pe o mances, and in eg a e mul iple iewpoin s.
Coope a i e Lea ning Theo y (Johnson & Johnson, 1989)
highligh s ha mu ual suppo and sha ed goals can imp o e
lea ning ou comes and inno a ion. Wi hin hea e class ooms,
pee in e ac ion o en mani es s in g oup ehea sals, sc ip
analysis, and imp o isa ional exe cises. These p ocesses
expose s uden s o al e na i e in e p e a ions and p oblem-
sol ing s a egies, he eby s eng hening bo h c ea i e
lexibili y and aes he ic awa eness (Sla in, 1996).
Empi ical s udies u he con i m ha in e ac i e class oom
en i onmen s encou age sel -exp ession and expe imen a ion.
Fo example, esea ch by Ansa i and Khan (2020) and Sabah
(2022) demons a es ha when s uden s pa icipa e in
discussion-based o pe o mance-based collabo a i e lea ning,
hey epo heigh ened engagemen and c ea i e mo i a ion.
Th ough di ec pee eedback and sha ed c ea i e asks,
s uden s e ine ideas, lea n om o he s’ a is ic insigh s, and
de elop a deepe sense o c ea i e au onomy.
Teache In e ac ion and Guided C ea i i y
Teache –s uden in e ac ion also se es as a c ucial ca alys o
c ea i i y. The Sca olding Theo y (Wood e al., 1976) posi s
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
988 A ailable a : www.ijsse s.o g
ha educa o s guide lea ne s h ough a g adual p ocess o
independence—p o iding suppo , ques ioning assump ions,
and s imula ing e lec ion. In hea e educa ion, eache
eedback du ing pe o mances, ehea sals, o sc ip
de elopmen helps s uden s expand c ea i e bounda ies.
Chambe s (1973) emphasized ha eache s’ c ea i i y,
openness, and aes he ic sensi i i y a e o en mi o ed by hei
s uden s. Simila ly, Zhao (2019) a gues ha China’s adi ional
“do-a e -me” pedagogy limi s c ea i i y, implying ha mo e
dialogic eache –s uden in e ac ion is needed o cul i a e
independen c ea i e hinking. By c ea ing space o inqui y
and discussion, educa o s enable hea e s uden s o explo e
new app oaches o a is ic p oduc ion and o e come
con o mi y o s anda dized s yles.
Linking Class oom In e ac ion o C ea i i y
In eg a ing insigh s om cons uc i is and coope a i e
lea ning heo ies, class oom in e ac ion can be unde s ood as
bo h a cogni i e and social d i e o c ea i i y. Socially,
in e ac ion builds a collabo a i e cul u e o sha ed
expe imen a ion; cogni i ely, i suppo s e lec ion, p oblem
sol ing, and di e gen hinking. Th ough consis en pee and
eache in e ac ion, hea e s uden s acqui e no only echnical
skills bu also he con idence o ake c ea i e isks and gene a e
o iginal a is ic concep s.
Hence, his s udy hypo hesizes ha :
H1: Class oom in e ac ion has a posi i e and signi ican
ela ionship wi h c ea i i y among hea e s uden s.
Online Knowledge Sha ing and C ea i i y
Concep ual O e iew
Online knowledge sha ing e e s o he c ea ion, exchange, and
e inemen o in o ma ion and ideas h ough digi al media,
enabling lea ne s o collabo a e asynch onously and
synch onously beyond class oom bounda ies (Ma & Yuen,
2011). In highe educa ion, such sha ing os e s an en i onmen
o open communica ion, collec i e e lec ion, and dis ibu ed
c ea i i y (Rowan-Kenyon e al., 2016). Fo hea e s uden s,
online pla o ms ex end he ehea sal oom in o a con inuous
c ea i e space whe e pee s can c i ique pe o mances, co-
de elop concep s, and access global a is ic esou ces.
This p ocess aligns wi h Social Cogni i e Theo y (SCT), which
explains lea ning as a unc ion o ecip ocal in e ac ion among
pe sonal ac o s, beha io , and en i onmen (Bandu a, 2001;
Luszczynska & Schwa ze , 2015). Digi al pla o ms p o ide a
social en i onmen whe e obse a ion, imi a ion, and
ein o cemen occu con inuously. S uden s who engage in
online knowledge sha ing can obse e c ea i e exempla s,
ecei e eedback, and model inno a i e app oaches, he eby
enhancing c ea i e sel -e icacy and o iginali y (Rana &
Dwi edi, 2015; Al-Dokhny e al., 2021; Khan e al., 2021).
2.3.2 Online Pla o ms as C ea i e Lea ning Spaces
Social media ools such as discussion boa ds, collabo a i e
apps, and sho - ideo pla o ms allow hea e s uden s o
exchange pe o mances, commen a ies, and a is ic esou ces
in eal ime. S udies indica e ha such digi al in e ac ions
suppo e lec i e hinking, c oss-disciplina y inspi a ion, and
co-c ea ion—key d i e s o c ea i i y (Vila inho-Pe ei a e al.,
2021; Sun e al., 2020). When s uden s sha e ehea sal ideos,
o ins ance, pee commen s ac as o ma i e eedback loops
ha help e ine pe o mance echnique and a is ic exp ession.
Empi ical indings e eal ha online collabo a i e lea ning
enhances no only cogni i e engagemen bu also in insic
mo i a ion o c ea i e p oduc ion. Khan e al. (2021)
demons a ed ha social-media-based collabo a ion
s eng hened bo h knowledge acquisi ion and c ea i e
pe o mance among uni e si y s uden s du ing he COVID-19
ansi ion o digi al lea ning. Simila ly, Rowan-Kenyon e al.
(2016) ound ha sus ained online dialogue expanded s uden s’
social capi al and c ea i e con idence. These esul s sugges
ha s uc u ed online knowledge sha ing can meaning ully
con ibu e o c ea i i y de elopmen .
Recip ocal Lea ning and C ea i e Sel -E icacy
F om an SCT pe spec i e, online knowledge sha ing enhances
c ea i i y h ough wo ein o cing mechanisms: obse a ional
lea ning and sel -e icacy. Exposu e o di e se c ea i e
ou pu s online allows s uden s o in e nalize mul iple p oblem-
sol ing s a egies, while social ein o cemen —likes,
commen s, and pee ecogni ion—s eng hens hei belie in
hei c ea i e abili ies (Bandu a, 2001). Al-Dokhny e al. (2021)
no e ha such pe cei ed e icacy d i es con inued pa icipa ion
and inno a ion in digi al lea ning en i onmen s. Consequen ly,
he mo e s uden s engage in ecip ocal sha ing, he mo e
con iden and expe imen al hey become in hei a is ic wo k.
Linking Online Knowledge Sha ing o C ea i i y
Online knowledge sha ing hus p o ides hea e s uden s wi h
bo h in o ma ional di e si y and mo i a ional ein o cemen ,
aligning en i onmen al a o dances wi h pe sonal c ea i e
agency. When lea ne s co-cons uc knowledge h ough digi al
exchanges, hey expand hei c ea i e epe oi e and sus ain
collabo a i e imagina ion ac oss ime and space. G ounded in
Social Cogni i e Theo y and suppo ed by empi ical e idence,
his s udy posi s he ollowing hypo hesis:
H2: Online knowledge sha ing has a posi i e and signi ican
ela ionship wi h c ea i i y among hea e s uden s.
Concep ual F amewo k
This s udy in eg a es Cons uc i is Lea ning Theo y and
Social Cogni i e Theo y (SCT) o explain how in e ac i e
lea ning p ocesses enhance hea e s uden s’ c ea i i y (Figu e
1). Based on Cons uc i is Lea ning Theo y (Hein, 1991;
Zajda, 2023), class oom in e ac ion enables lea ne s o
cons uc knowledge h ough dialogue, e lec ion, and
collabo a ion. Ac i e pee and eache engagemen s imula es
c i ical hinking and he gene a ion o no el a is ic ideas.
G ounded in SCT (Bandu a, 2001; Luszczynska & Schwa ze ,
2015), online knowledge sha ing ep esen s lea ning h ough
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
989 A ailable a : www.ijsse s.o g
obse a ion, modelling, and social ein o cemen in digi al
en i onmen s. By exchanging esou ces and eedback online,
s uden s s eng hen c ea i e con idence and pe o mance.
Acco dingly, he amewo k p oposes ha bo h class oom
in e ac ion and online knowledge sha ing posi i ely in luence
hea e s uden s’ c ea i i y.
Figu e 1. Concep ual F amewo k o Cu en S udy
METHODOLOGY
Resea ch Design
This s udy adop ed a quan i a i e, c oss-sec ional, and
posi i is esea ch design, aimed a empi ically es ing he
hypo hesized ela ionships be ween class oom in e ac ion,
online knowledge sha ing, and hea e s uden s’ c ea i i y. The
posi i is pa adigm emphasizes objec i i y, measu emen , and
s a is ical in e ence (B ewe e al., 1998; Tu ne & B yan ,
1986; Pa k e al., 2020). This app oach is sui able because he
cons uc s in his model a e obse able and quan i iable. A
deduc i e s a egy was employed, p og essing om es ablished
heo y o empi ical alida ion h ough s uc u ed su ey da a.
The c oss-sec ional design allows he cap u e o cu en
a i udes and beha io al pa e ns among s uden s a one poin in
ime. Following Melniko as (2018), me hodological cohe ence
was main ained by sequen ially selec ing he esea ch
philosophy, s a egy, and da a collec ion echniques unde he
“ esea ch onion” amewo k. This sys ema ic design ensu es
he alidi y, eplicabili y, and s a is ical gene alizabili y o
indings while minimizing esea che bias and in e p e i e
subjec i i y.
Popula ion, Se ing, and Sampling
The s udy ocused on unde g adua e hea e s uden s en olled
in Beijing’s highe educa ion ins i u ions, ep esen ing a
popula ion deeply engaged in c ea i e a s educa ion. Sampling
was d awn om h ee leading uni e si ies: The Cen al
Academy o D ama, Beijing Film Academy, and The Na ional
Academy o Chinese Thea e A s. The popula ion size was
es ima ed a app oxima ely 16,000 s uden s. Based on he
K ejcie and Mo gan (1970) sample size de e mina ion able, a
sample o 367 esponden s was deemed su icien o achie e 95%
con idence wi h a 5% ma gin o e o . Simple andom sampling
was used o ensu e each s uden had an equal oppo uni y o
pa icipa e, enhancing ep esen a i eness and educing bias.
The Beijing con ex was selec ed because o i s concen a ion
o op- ie a s ins i u ions and i s dual emphasis on adi ional
and digi al modes o hea e educa ion. This popula ion
p o ides a ich en i onmen o explo e how in e ac i e lea ning
and online engagemen shape c ea i i y in pe o mance-
o ien ed disciplines.
Measu es
Da a we e collec ed h ough a s uc u ed sel -adminis e ed
ques ionnai e con aining ou sec ions: demog aphic p o ile,
class oom in e ac ion, online knowledge sha ing, and c ea i i y.
All a iables we e measu ed using a i e-poin Like scale
anging om 1 (“s ongly disag ee”) o 5 (“s ongly ag ee”).
The i ems o class oom in e ac ion we e adap ed om Al-
Rahmi and O hman (2013), ocusing on s uden –s uden
collabo a ion, eache –s uden dialogue, and cons uc i e
eedback wi hin hea e con ex s. Online knowledge sha ing
i ems we e de i ed om Ma and Yuen (2011), measu ing he
ex en o which s uden s exchange in o ma ion, ideas, and
c ea i e ma e ials ia social media and lea ning pla o ms.
C ea i i y was assessed using adap ed i ems om Ouakouak
and Oued aogo (2017), e lec ing o iginali y, lexibili y, and
p oblem-sol ing in a is ic asks. All i ems we e modi ied
sligh ly o i he language and se ing o Chinese hea e
educa ion, ensu ing con ex ual ele ance while e aining
es ablished psychome ic p ope ies. The ques ionnai e was
p epa ed in bilingual o ma (English–Chinese) o cla i y.
Pilo Tes ing, Reliabili y, and Validi y
P io o ull-scale da a collec ion, a pilo es was conduc ed
wi h 50 hea e s uden s o e alua e i em cla i y, esponse ime,
and in e nal consis ency. Feedback indica ed ha mino
linguis ic adjus men s we e equi ed o imp o e cul u al cla i y
and i em comp ehension. The e ined ins umen was
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
990 A ailable a : www.ijsse s.o g
subsequen ly alida ed h ough a measu emen model in
Sma PLS 4. In e nal eliabili y was con i med using
C onbach’s alpha (α ≥ 0.70) and Composi e Reliabili y (CR ≥
0.70), demons a ing in e nal consis ency ac oss cons uc s.
Con e gen alidi y was es ablished when A e age Va iance
Ex ac ed (AVE ≥ 0.50) was achie ed o all a iables, and
disc iminan alidi y was assessed using HTMT a ios (< 0.85)
o ensu e concep ual uniqueness. These c i e ia align wi h
guidelines om S aub and Ge en (2004) and Hai e al. (2022)
o ensu ing measu emen model quali y. The pilo esul s
con i med ha all cons uc s me he minimum psychome ic
h esholds, suppo ing he eliabili y and alidi y o he scales
o he main da a collec ion phase.
Da a Collec ion P ocedu e
Da a collec ion occu ed o e a ou -week pe iod using he
Wenjuanxing online su ey pla o m, widely used o academic
esea ch in China. Fo mal pe mission was ob ained om
uni e si y depa men s be o e dissemina ion. In i a ions we e
dis ibu ed h ough ins i u ional mailing lis s and o icial
WeCha g oups a ge ing unde g adua e hea e majo s.
Pa icipan s we e p o ided wi h an in oduc ion explaining he
s udy’s pu pose, con iden iali y assu ances, and olun a y
pa icipa ion. Responden s who comple ed he su ey we e
encou aged o answe hones ly and wi hou ime p essu e. Ou
o 400 dis ibu ed ques ionnai es, 367 alid esponses we e
e ained a e excluding incomple e o pa e ned esponses.
This yielded a 91.8% e ec i e esponse a e, indica ing s ong
pa icipan engagemen . The online mode was selec ed o i s
accessibili y, anonymi y, and e iciency, pa icula ly amid
inc eased eliance on digi al pla o ms in pos -pandemic
academic en i onmen s. Da a we e expo ed o SPSS and
Sma PLS 4 o subsequen cleaning, coding, and analysis.
Da a Analysis
Da a analysis combined desc ip i e s a is ics in SPSS wi h
Pa ial Leas Squa es S uc u al Equa ion Modeling (PLS-SEM)
in Sma PLS 4. Desc ip i e analysis summa ized demog aphic
cha ac e is ics, means, and s anda d de ia ions o all a iables.
Measu emen alida ion ollowed Hai e al. (2022) c i e ia,
examining indica o eliabili y, C onbach’s alpha, composi e
eliabili y, and AVE. Disc iminan alidi y was assessed using
Fo nell–La cke and HTMT c i e ia. Common me hod bias was
e alua ed h ough a iance in la ion ac o (VIF) diagnos ics,
ensu ing all alues emained below 3.3. The s uc u al model
es ed he hypo hesized pa hs be ween class oom in e ac ion,
online knowledge sha ing, and c ea i i y using boo s apping
wi h 5,000 esamples o es ima e pa h coe icien s (β), - alues,
and signi icance le els (p < 0.05). Model explana o y powe
was assessed h ough R² and ² alues, indica ing e ec size and
a iance explained. Resul s we e in e p e ed in acco dance
wi h empi ical esea ch s anda ds o educa ion and
beha iou al sciences.
E hics
This s udy s ic ly ollowed esea ch e hics p o ocols in
acco dance wi h ins i u ional and na ional academic s anda ds.
E hical app o al was ob ained om he pa icipa ing
uni e si ies be o e ieldwo k. Responden s we e in o med
abou he s udy’s objec i es, hei igh o wi hd aw a any ime,
and he con iden iali y o hei da a. Pa icipa ion was olun a y
and anonymous, wi h no iden i ying in o ma ion collec ed.
Da a we e s o ed secu ely in passwo d-p o ec ed iles and used
solely o academic pu poses. Responden s consen ed
elec onically p io o answe ing he ques ionnai e h ough a
manda o y in o med consen s a emen . All analyses we e
epo ed in agg ega e o m o ensu e p i acy. These measu es
uphold he e hical p inciples o espec , bene icence, and
jus ice, ensu ing ha pa icipan s’ wel a e and in eg i y
emained ully p o ec ed h oughou he esea ch p ocess.
RESULTS AND ANALYSIS
Responden s’ Demog aphic P o ile
As shown in able 1, ou o 388 esponden s, 285 a e emale
(73.45%) and 103 a e male (26.55%), indica ing a emale-
skewed sample. By yea o s udy, he la ges g oup is
sophomo es (33.0%), ollowed by eshmen (27.1%), junio s
(24.7%), and senio s (15.2%). This dis ibu ion sugges s b oad
ep esen a ion ac oss coho s, wi h sligh ly hea ie
pa icipa ion om lowe yea s. Rega ding academic
specializa ion, Thea e Theo y cons i u es he la ges majo
(29.9%), ollowed by Music & Dance (24.2%), D ama & Film
S udies (19.3%), Fine A s (15.2%), and Design (11.3%).
O e all, he sample p o ides adequa e he e ogenei y ac oss
gende , yea , and majo , suppo ing subg oup desc ip ion and,
i needed, explo a o y compa isons (e.g., gende o yea
di e ences) in subsequen analyses.
Table 1. Demog aphic P o ile o Responden s
Va iable
Ca ego y
F equency (n)
Pe cen (%)
Gende
Male
103
26.55
Female
285
73.45
Yea o S udy
F eshman (1s yea )
105
27.10
Sophomo e (2nd yea )
128
33.00
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
991 A ailable a : www.ijsse s.o g
Junio (3 d yea )
96
24.70
Senio (4 h yea )
59
15.20
Majo /Discipline
Thea e Theo y
116
29.90
Music & Dance
94
24.20
D ama & Film S udies
75
19.30
Fine A s
59
15.20
Design
44
11.30
Cons uc s Reliabili y and Validi y
Table 4.2 p esen s he in e nal consis ency eliabili y esul s o
all cons uc s used in his s udy. The C onbach’s alpha (α)
alues ange om 0.957 o 0.978, while composi e eliabili y
( ho_C) and ho_A alues ange be ween 0.958 and 0.980.
Acco ding o Hai e al. (2022), eliabili y coe icien s abo e
0.70 a e conside ed accep able, and hose exceeding 0.90
demons a e excellen in e nal consis ency. The esul s indica e
ha all h ee la en cons uc s—Class oom In e ac ion, Online
Knowledge Sha ing, and S uden C ea i i y—exhibi high
eliabili y and measu emen s abili y. This sugges s ha he
i ems wi hin each cons uc a e highly co ela ed and
consis en ly measu e hei espec i e heo e ical dimensions.
Al hough eliabili y alues abo e 0.95 may indica e sligh
edundancy, hey a e accep able o his s udy, gi en he
mul idimensional na u e o c ea i i y- ela ed cons uc s.
O e all, he indings con i m ha he measu emen model
achie es s ong eliabili y, p o iding a obus ounda ion o
subsequen alidi y and s uc u al model assessmen s.
Table 2. In e nal Consis ency Reliabili y Resul s
Cons uc
C onbach’s α
ho_A
Composi e Reliabili y ( ho_C)
Class oom In e ac ion
0.961
0.962
0.967
Online Knowledge Sha ing
0.957
0.958
0.963
S uden C ea i i y
0.978
0.978
0.980
Pa h Coe icien Analysis
Table 4.3 p esen s he esul s o he s uc u al pa h analysis
conduc ed using PLS-SEM. The esul s indica e ha bo h
Online Knowledge Sha ing and Class oom In e ac ion ha e
signi ican and posi i e e ec s on S uden C ea i i y.
Speci ically, Online Knowledge Sha ing (β = 0.228, = 6.189,
p < 0.001) demons a es a s onge p edic i e in luence
compa ed o Class oom In e ac ion (β = 0.165, = 4.177, p <
0.001).
The indings sugges ha s uden s who equen ly engage in
sha ing knowledge and c ea i e ideas h ough online pla o ms
end o exhibi highe le els o c ea i e pe o mance.
Meanwhile, e ec i e class oom in e ac ion, in ol ing open
dialogue, pee collabo a ion, and cons uc i e eedback, also
os e s c ea i i y bu o a ela i ely lesse ex en .
These ou comes con i m he hypo hesized model, emphasizing
ha in e ac i e lea ning en i onmen s—bo h in-pe son and
digi al—se e as signi ican de e minan s o c ea i i y among
hea e s uden s. The esul s align wi h Social Cogni i e Theo y
and Cons uc i is Lea ning Theo y, which posi ha ac i e
pa icipa ion, collabo a ion, and social exchange a e cen al o
c ea i e skill de elopmen .
Table 4.3. S uc u al Model Resul s
Rela ionship
β (O iginal
Sample)
Sample
Mean
S anda d
De ia ion
-
alue
p-
alue
Online Knowledge Sha ing → S uden
C ea i i y
0.228
0.231
0.037
6.189
0.000
Class oom In e ac ion → S uden C ea i i y
0.165
0.166
0.039
4.177
0.000
DISCUSSION
This s udy examined he in luence o class oom in e ac ion and
online knowledge sha ing on s uden c ea i i y among hea e
s uden s in Beijing. Bo h independen a iables demons a ed
signi ican and posi i e e ec s on c ea i i y, wi h online
knowledge sha ing (β = 0.228, p < 0.001) exe ing a s onge
e ec han class oom in e ac ion (β = 0.165, p < 0.001). These
indings con i m ha c ea i i y in pe o ming a s educa ion is
no me ely he esul o indi idual alen bu is also shaped by
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
992 A ailable a : www.ijsse s.o g
in e ac i e lea ning p ocesses, social engagemen , and digi al
collabo a ion.
Class oom In e ac ion and C ea i i y
The posi i e ela ionship be ween class oom in e ac ion and
c ea i i y aligns wi h he p inciples o Cons uc i is Lea ning
Theo y (Hein, 1991; Zajda, 2023), which emphasize ha
knowledge is ac i ely cons uc ed h ough dialogue, e lec ion,
and sha ed expe ience. Thea e class ooms ha encou age
discussion, eedback, and pee collabo a ion p o ide e ile
g ound o c ea i e explo a ion and aes he ic de elopmen .
The esul co obo a es ea lie esea ch indica ing ha
pa icipa o y and in e ac i e lea ning enhances s uden s’
c ea i e po en ial (C opley, 2019; S u esman e al., 2022).
When hea e s uden s engage in in e p e i e pe o mance and
c i ique sessions, hey in eg a e mul iple pe spec i es, os e ing
di e gen hinking and o iginali y. Fu he mo e, hese indings
ein o ce he idea ha c ea i i y lou ishes in psychologically
sa e and in e ac i e en i onmen s whe e s uden s can ake
in ellec ual isks wi hou ea o e alua ion.
Online Knowledge Sha ing and C ea i i y
The signi ican in luence o online knowledge sha ing on
s uden c ea i i y suppo s Social Cogni i e Theo y (Bandu a,
2001; Luszczynska & Schwa ze , 2015), which highligh s
lea ning h ough obse a ion, modelling, and ecip ocal
in e ac ion. Th ough digi al pla o ms such as WeCha g oups,
Douyin, and lea ning o ums, hea e s uden s exchange ideas,
pe o mances, and eedback ha s imula e c ea i e hough .
This inding is consis en wi h p io s udies showing ha social
media–based collabo a ion p omo es c ea i e engagemen and
sel -e icacy (Al-Rahmi e al., 2017; Khan e al., 2021; Tang e
al., 2023). Online en i onmen s ex end he adi ional
class oom, allowing con inuous dialogue and access o di e se
aes he ic esou ces. By obse ing and emula ing pee s’ c ea i e
ou pu s, s uden s in e nalize new echniques, which ein o ces
bo h c ea i e con idence and imagina i e pe o mance.
Mo eo e , he s onge pa h coe icien o online knowledge
sha ing sugges s ha digi al ne wo ks inc easingly complemen
o e en su pass in-pe son lea ning in cul i a ing c ea i e
beha iou among Gene a ion Z lea ne s, who a e accus omed
o mul imodal, media- ich lea ning en i onmen s.
Theo e ical and Con ex ual Implica ions
F om a heo e ical s andpoin , his s udy con ibu es o he
in eg a ion o Cons uc i is Lea ning Theo y and Social
Cogni i e Theo y in he con ex o hea e educa ion. The
indings demons a e ha c ea i i y can be enhanced when
cons uc i e class oom engagemen and socially media ed
online lea ning unc ion syne gis ically.
Con ex ually, hese esul s p o ide empi ical e idence om
Chinese highe educa ion, a sys em o en cha ac e ized by
exam-o ien ed and eache -cen e ed adi ions (Zhao, 2019;
Ghaleb, 2024). The eme gence o posi i e, in e ac ion-d i en
c ea i i y ou comes indica es a shi owa d mo e dialogic and
s uden -cen e ed lea ning cul u es in a s educa ion.
The s udy also highligh s he alue o digi al ans o ma ion in
c ea i e pedagogy. By os e ing s uc u ed ye lexible online
knowledge-sha ing spaces, ins i u ions can encou age
con inuous c ea i e dialogue beyond physical class ooms,
aligning wi h pos -pandemic educa ional e o ms and he
g owing digi al li e acy o a s uden s.
P ac ical Implica ions
The indings o his s udy yield se e al impo an p ac ical
implica ions o hea e educa o s, cu iculum designe s, and
highe educa ion policymake s in China and beyond. The
posi i e and signi ican e ec s o bo h class oom in e ac ion
and online knowledge sha ing on s uden c ea i i y emphasize
he impo ance o c ea ing lea ning en i onmen s ha
encou age ac i e pa icipa ion and collabo a ion. In hea e
educa ion, c ea i i y does no eme ge in isola ion bu a he
h ough social exchange, e lec ion, and co-c ea ion. The e o e,
ins uc o s should design class oom ac i i ies ha s imula e
dialogue, pee c i ique, and collec i e p oblem-sol ing.
Encou aging s uden s o wo k oge he on pe o mance
in e p e a ion, imp o isa ion, and c ea i e s o y elling can help
ans o m he class oom in o a space o dynamic a is ic
explo a ion.
Equally signi ican is he ole o digi al engagemen . The
s onge e ec o online knowledge sha ing sugges s ha
in eg a ing echnology in o a s educa ion can g ea ly enhance
c ea i e exp ession and lea ning con inui y. Educa o s should
le e age online pla o ms such as WeCha , Douyin, o
uni e si y lea ning managemen sys ems o acili a e ongoing
discussions, ideo sha ing, and eedback exchanges among
s uden s. These ools allow lea ne s o showcase hei c ea i e
wo k, ecei e pee e alua ions, and gain exposu e o di e se
a is ic pe spec i es. Such digi al spaces also ex end he
bounda ies o he class oom, enabling sus ained lea ning and
c ea i e collabo a ion beyond scheduled sessions.
Fu he mo e, ins i u ions should in es in p o essional
de elopmen p og ams ha p epa e educa o s o adop hyb id
pedagogical app oaches, combining adi ional pe o mance
ins uc ion wi h in e ac i e digi al me hods. T aining in digi al
pedagogy can help ins uc o s manage online discussions
e ec i ely, assess c ea i i y in mul imedia o ma s, and
cul i a e s uden s’ digi al li e acy alongside a is ic skill.
Adminis a o s may also conside implemen ing
in e disciplina y wo kshops whe e hea e, ilm, music, and
design s uden s collabo a e h ough bo h physical and i ual
media. This c oss-disciplina y engagemen encou ages
inno a ion and helps s uden s de elop he collabo a i e
compe encies demanded by con empo a y c ea i e indus ies.
Finally, policymake s and cu iculum planne s should
ecognize c ea i i y as a co e compe ency in a s educa ion and
in eg a e digi al collabo a ion as a o mal componen o
Hong HaoDan e al, In e ac i e and Digi al Pa hways o C ea i i y: The Role o Class oom In e ac ion and Online
Knowledge Sha ing among Thea e S uden s in Beijing
993 A ailable a : www.ijsse s.o g
eaching and assessmen . By suppo ing in e ac i e,
echnology-enabled, and s uden -cen ed pedagogies, highe
educa ion ins i u ions can nu u e a gene a ion o hea e
p o essionals who a e no only a is ically skilled bu also
digi ally adap i e and globally connec ed. Collec i ely, hese
p ac ical measu es can ans o m he lea ning expe ience in o
one ha is pa icipa o y, ne wo ked, and conduci e o sus ained
c ea i e g ow h.
CONCLUSION AND FUTURE RESEARCH
DIRECTIONS
This s udy in es iga ed he e ec s o class oom in e ac ion and
online knowledge sha ing on s uden c ea i i y among hea e
s uden s in Beijing, in eg a ing Cons uc i is Lea ning Theo y
and Social Cogni i e Theo y as he guiding amewo ks. The
indings e ealed ha bo h p edic o s exe signi ican and
posi i e in luences on c ea i i y, wi h online knowledge
sha ing eme ging as he s onge de e minan . These esul s
con i m ha c ea i i y in a s educa ion is deeply shaped by
social and cogni i e p ocesses ha occu h ough in e ac i e
pa icipa ion, e lec i e dialogue, and he digi al exchange o
ideas.
The esul s ein o ce he p emise ha cons uc i e lea ning
en i onmen s—cha ac e ized by ac i e communica ion and
pee collabo a ion—a e i al o s imula ing c ea i e hough .
Wi hin he hea e con ex , in e ac ion p o ides oppo uni ies
o s uden s o nego ia e meaning, explo e emo ional
exp ession, and e ine pe o mance h ough eedback. Equally,
he ole o online knowledge sha ing e lec s he g owing
in eg a ion o digi al echnology in o c ea i e pedagogy. By
engaging wi h pee s on social pla o ms, s uden s gain access
o b oade a is ic pe spec i es and lea n o adap hei c ea i e
ideas h ough obse a ion and emula ion. Collec i ely, hese
mechanisms enhance bo h he cogni i e and a ec i e
dimensions o c ea i i y, suppo ing a holis ic model o a is ic
de elopmen .
F om a heo e ical s andpoin , his esea ch con ibu es o
c ea i i y s udies by demons a ing how cons uc i is and
social cogni i e pa adigms in e sec wi hin pe o ming a s
educa ion. I highligh s ha c ea i i y a ises no solely om
indi idual capaci y bu also om he social and digi al
ecosys ems ha nu u e idea gene a ion and expe imen a ion.
The s udy adds o he limi ed body o empi ical e idence on
c ea i i y de elopmen in Chinese highe educa ion, p o iding
localized insigh s in o how in e ac i e lea ning and digi al
engagemen a e ans o ming adi ional hea e pedagogy.
P ac ically, he indings u ge hea e educa o s o cul i a e
in e ac i e class oom clima es and embed online collabo a ion
in o cou se design. Blended and hyb id models o ins uc ion
should be p omo ed o sus ain c ea i e engagemen bo h inside
and ou side he class oom. Ins i u ional policies ha encou age
in e disciplina y collabo a ion, digi al esou ce sha ing, and
c ea i e e alua ion sys ems can u he suppo inno a ion-
d i en educa ion. Such measu es align wi h China’s b oade
educa ional e o ms aimed a enhancing c ea i e compe ence in
esponse o global cul u al and echnological shi s.
Despi e i s con ibu ions, his s udy is no wi hou limi a ions.
The c oss-sec ional design es ic s causal in e ence, and he
sample was limi ed o hea e s uden s in Beijing, which may
limi gene alizabili y. Fu u e s udies could adop longi udinal
o mixed me hod designs o explo e how c ea i e skills e ol e
o e ime and unde a ying ins uc ional con ex s. Fu he
esea ch could also inco po a e media ing a iables such as
aes he ic abili y, c ea i e sel -e icacy, o digi al engagemen
in ensi y o deepen unde s anding o he mechanisms linking
in e ac i i y and c ea i i y.
In conclusion, his s udy unde sco es ha c ea i i y in he
pe o ming a s h i es h ough meaning ul in e ac ion and
knowledge sha ing—bo h ace- o- ace and online. By
emb acing pedagogies ha me ge human connec ion wi h
echnological a o dances, hea e educa ion can cul i a e he
nex gene a ion o a is s who a e imagina i e, adap i e, and
esponsi e o he e ol ing digi al e a.
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