A Six-stage study was designed to assess and validate the new instrument. As a result, the Flexible Thinking in Learning (FTL) scale was generated, consisting of three subscales: Acceptance of new or changing technologies, Open-mindedness to others' ideas, and Adapting to changes in learning situations. Within the framework of the current study, findings confirmed the FTL scale's content, construct, and concurrent validity, indicating stability across populations and over time. Consequently, the FTL scale may serve as both a research instrument and a self-assessment tool. It may assist in the evaluation of learners' inclination to think flexibly or in explaining individual differences regarding the utilization of new learning methods. Yet, generalizability should be carefully considered and additional studies should be conducted to examine the FTL scale among learners from different age groups and academic background.