Research on the effect of mixed teaching strategies on students' ambidextrous innovation

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.