ABSTRACT

This descriptive study examines the relationship between learning innovation ability and self-efficacy among graduates of Guangdong University of Science and Technology from 2018 to 2022. Findings indicate significant variations in participants’ learning and innovation skills, with a strong positive correlation between self-efficacy and these competencies—higher self-efficacy was associated with enhanced learning and innovation skills. Key dimensions influencing learning innovation skills included communication, critical thinking, creativity, and collaboration, all of which contributed positively to students’ overall development. However, the study also identified several challenges hindering students’ ability to cultivate innovation skills and self-efficacy, such as deficiencies in self-management and learning abilities, limited social practice, inadequate critical thinking and creativity, and a lack of motivation. To address these issues, an intervention plan was proposed to enhance students’ learning innovation abilities and self-efficacy. Understanding the underlying mechanisms of these skills’ development is crucial for informing educational strategies and fostering a more effective learning environment.

Keywords: Communication, creativity, critical thinking, innovation skills, learning innovation ability, self-efficacy
https://doi.org/10.57180/ipdc9712