Bridging Theory to Practice: Utilizing Revised Bloom’s Taxonomy in Entrepreneurship and Innovation Education for Engineers

Abstract

This study aimed to explore the feasibility of applying the Revised Bloom's Taxonomy in teaching entrepreneurship and innovation courses to students, in order to enhance critical thinking, creativity, and problem-solving skills. The research adopted an analytical case study methodology, where the Revised Bloom's Taxonomy was applied to a sample of 80 engineering students enrolled in an entrepreneurship course at Palestine Ahliya University. These students participated in the GSCACS project in partnership with the City University of New York, engaging in virtual exchanges focused on Sustainable Development Goals (Goals 6 and 10). The course activities and assessments were designed according to the six levels of the Taxonomy (Remembering, Understanding, Applying, Analyzing, Evaluating, Creating) to ensure the development of cognitive skills. The results showed that the students' practical projects, which focused on drinking water and healthcare issues, effectively embodied the application of all Taxonomy levels, progressing from remembering information to creating innovative technological solutions. The study recommends expanding the use of this approach in engineering departments, training faculty on its integration, and adopting assessment criteria focused on higher-order skills. The originality of this study lies in providing a documented practical framework for applying the Revised Bloom's Taxonomy in an Arabic context for teaching entrepreneurship to engineers, focusing on developing innovative solutions for sustainable development challenges.