The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators

Abstract

This qualitative study explores the lived experiences of high school students and educators in Shenzhen, China, with a focus on how innovative learning methods impact their self-efficacy. In recent years, Shenzhen has become a hub for educational reform, integrating technologies such as project-based learning, gamification, and flipped classrooms. Self-efficacy, defined as one's belief in their ability to succeed, plays a crucial role in adapting to these innovative methods. Through semi-structured interviews and focus group discussions, this research seeks to capture the personal narratives of students and educators as they navigate these evolving educational environments. The study identifies several key themes: technological empowerment, increased autonomy and responsibility, barriers to self-efficacy, and the importance of supportive learning environments. While many participants reported that new methods enhanced their confidence and learning engagement, others expressed anxiety and resistance, particularly related to the increased responsibility and unfamiliarity with technological tools. The findings highlight both the empowering and challenging aspects of adopting innovative learning methods. By delving into the complex psychological and social factors influencing self-efficacy, the study offers insights into how educational innovations can be better designed to support the development of students and educators. These insights are valuable for policymakers, educators, and school administrators looking to enhance educational outcomes in rapidly evolving academic contexts.