The mediating effects of critical thinking on the motivation and creativity of Business English learners in the age of AI: Cognitive flexibility theory

Abstract

With the advancement and promotion of AI in the education domain, learning motivation (MO), critical thinking (CT) and creativity (CR) have drawn immense attention both at home and abroad. To ensure that these skills permeate the education sector in the age of artificial intelligence (AI), the Chinese government proposed the sustainability of multi-disciplinary subjects in higher vocational education to upgrade its industries. Nonetheless, despite this emphasis, the association among MO, CT and CR—deemed essential sustainable skills in the age of AI—remains unclear. This research was aimed at investigating the structural relationship among MO, CT and CR in business English learners from higher vocational colleges in Shanxi in the age of AI. This research was designed as a non-experimental correlational study. Data were collected from 153 business English learners from higher vocational colleges. Furthermore, structural equation modelling was employed to test the validity and reliability of the motivation model and the path relationships among MO, CT and CR. The findings indicated that the instruments utilized were valid and reliable in this research context. In addition, the structural model revealed the significant direct effect of MO on CT and the positive and significant direct effect of CT on CR. Regarding the mediating effect, the total effect of MO on CR and the indirect effect were significant. However, the direct effect of MO on CR was non-significant. Therefore, CT plays a complete mediating role between MO and CR. The findings are expected to contribute domestically and also have key implications for international research.