ESP-4430

Published

2026-01-21

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Vol. 11 No. 1 (2026): Publishing

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Research Articles

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Copyright (c) 2026 Liu Yang, Thosporn Sangsawang*

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How to Cite

Liu Yang, & Thosporn Sangsawang. (2026). Enhancing innovation and entrepreneurship education in higher education through the P-OIITT blended teaching model: Integrating OBE, constructivist, and group psychology approaches. Environment and Social Psychology, 11(1), ESP-4430. https://doi.org/10.59429/esp.v11i1.4430

Enhancing innovation and entrepreneurship education in higher education through the P-OIITT blended teaching model: Integrating OBE, constructivist, and group psychology approaches

Liu Yang

Vocational Education Division, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, Pathum Thani 12110, Thailand

Thosporn Sangsawang

Educational Technology and Communications Division, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, Pathum Thani 12110, Thailand


DOI: https://doi.org/10.59429/esp.v11i1.4430


Keywords: innovation and entrepreneurship education; blended learning; P-OIITT teaching model; outcome-based education; group psychology; delphi technique; quasi-experimental design

Abstract

This research evaluates the efficacy of PMADE system teaching design model,OBE concept,Information technology, Independent study,Teacher guidance,and Teacher-student interaction (P-OIITT), which focuses on the integration of Outcome-Based Education (OBE), Constructivist Learning Theory, and Group Psychology Theory into innovation and entrepreneurship education offered in higher education institutions in China. P-OIITT makes use of groups, social facilitation, and collective efficacy. The research employed a two-phase methodology: (1) the Delphi technique with 17 experts to validate instructional components, and (2) a quasi-experimental design with 120 students, divided into experimental (n=60) and control (n=60) groups. The results indicated that the experimental group significantly outperformed the control group across all measured dimensions. Academic performance improved by +3.44 points (p=0.003), while innovation ability increased by +1.18 and entrepreneurship ability by +1.57 on a 0 – 4 Likert scale. Effect size analysis confirmed a medium effect for academic performance (d=0.65) and large effects for innovation (d=0.82) and entrepreneurship ability (d=0.91). These findings demonstrated that P-OIITT not only enhances cognitive achievement but also substantially strengthens higher-order competencies essential for the 21st century. The novelty of this study lies in the systematic integration of OBE outcomes and constructivist pedagogy into a validated blended teaching model specifically tailored for innovation and entrepreneurship education. Unlike conventional lecture-based methods, P-OIITT emphasizes active, experiential, and outcome-aligned learning, providing both theoretical and empirical contributions to instructional design in higher education.

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