This synthesized study investigates the critical role of ZPD-driven collaboration and scaffolding in enhancing engineering students' complex problem-solving trajectories, particularly in the context of innovation and STEM education. Drawing upon Vygotsky’s foundational theory of the Zone of Proximal Development (ZPD), which defines the space between a learner's actual developmental level (independent problem-solving) and their potential development (problem-solving with guidance or collaboration), this research explores the mechanisms by which challenging tasks lead to meaningful development.The application of the ZPD framework categorizes tasks into three distinct areas relative to student competency: the Zone of No Development (ZND) (tasks achievable unaided), the ZPD (tasks requiring assistance or collaboration), and Beyond Outer Limits (BOL/BZPD) (tasks unattainable even with assistance). Empirical evidence, including studies analyzing cognitive performance (e.g., in Working Memory, Fluid Reasoning, and Spatial Reasoning) among undergraduate engineering students, confirms that targeted support (scaffolding) within the ZPD significantly boosts performance in demanding, timed assessments.

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