A Critical Thinking-Driven Inquiry-Based Approach to Teaching Ordinary Differential Equations Among University Students in Ningxia, China

Critical thinking (CT) is a vital 21st-century skill, yet many Chinese universities still rely on lecture-based methods that limit its development. Ordinary Differential Equations (ODEs), a challenging topic in Higher Mathematics, require not only content knowledge but also strong CT skills. This study examined the effectiveness of combining Inquiry-Based Instruction (IBI) with a CT infusion approach (CTI-IBI) to enhance engineering students’ CT and ODE achievement. A quasi-experimental design was employed, with 98 students divided into three groups: CTI-IBI, IBI-only, and traditional instruction. Data were collected through tests and analysed using t-tests, ANOVA, and MANOVA. Results showed that the CTI-IBI group outperformed others in both CT and ODE outcomes. The findings emphasise that explicitly teaching CT within an IBI framework improves both conceptual understanding and real-world problem-solving. A strong correlation was also identified between students' CT skills and their ODE achievement.