Promoting Critical Thinking in Introductory Accounting Course Through Flipped Project-Based Learning

This study investigates the effectiveness of Flipped-Project-Based Learning (FPjBL) compared with Project-Based Learning (PjBL) and Direct Instruction (DI) in supporting the development of students’ critical thinking skills in an Introductory Accounting course. The study used a quasi-experimental pr...

The International Journal of Pedagogy and Curriculum

Common Ground Research Networks