Abstract: This study focused on CRISPR-Cas9 gene editing technology as an instructional framework and applied the BOPPPS teaching model to address the training objectives of graduate students at the School of Life Science, Beijing Institute of Technology. Through comparative research between experimental and control classes, the study systematically explored the model’s effectiveness in cultivating critical thinking skills among graduate students. The findings demonstrated that the BOPPPS model significantly enhanced students’ critical thinking abilities. Students in the experimental class engaged in participative learning, case studies, and classroom debates, effectively applying analytical, evaluative, and reasoning skills to explore the scientific principles, application limitations, and ethical controversies of gene editing technology while proposing innovative perspectives. In contrast, the traditional lecture-based approach, though efficient in knowledge delivery, showed notable limitations in fostering higher-order cognitive skills such as critical thinking. The research also identified challenges in implementing the BOPPPS model, including overly intensive task design and insufficient time allocation for in-depth cognitive training. To address these issues, the study proposed strategies such as optimizing task design, strengthening critical thinking exercises, and establishing a diversified evaluation system to refine the mechanism for cultivating critical thinking in graduate education. These findings provided a theoretical foundation and practical references for deepening graduate education reform and nurturing innovative talents with robust critical thinking capabilities in the context of intensifying global technological competition.

Key words: critical thinking, CRISPR-Cas9 gene editing technology, BOPPPS teaching model, teaching reform, graduate education quality improvement