<![CDATA[Current instruction in Chinese higher science, technology, engineering, and mathematics (STEM) education often relies on traditional lecture formats, which can limit students’ development in collaborative problem-solving (CPS) and self-efficacy (SE). To address this gap, this study applied the Dick and Carey instructional design model to develop and validate a cooperative problem-based learning (CPBL) module. Structured around an engineering design task, the module integrates cooperative elements into problem-solving workflows and includes mechanisms to support equitable participation, such as mandatory role rotation. A multidisciplinary expert panel (N=6) assessed the module’s content validity, and a pilot study with undergraduate students (N=33) evaluated instructional feasibility and instrument reliability. Results showed high scale-level content validity index (S-CVI=.98) and strong internal consistency for the adapted CPS and SE scales (Cronbach’s α>.80). These findings confirm the module’s validity, feasibility, and reliability. Ultimately, this CPBL module offers a validated pedagogical framework for interdisciplinary STEM instruction to concurrently cultivate the technical and transversal skills required in higher education.]]>
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