Examining the Role of Creativity Education in Fostering Students’ Academic Innovation
Keywords:
Creativity education, academic innovation, creative thinking, student engagement, active learningAbstract
This study aimed to investigate the impact of creativity education on fostering students’ academic innovation and to identify the cognitive, motivational, and institutional factors associated with it. The study employed a qualitative, analytical review design. Data were collected through a systematic review of 15 peer-reviewed scholarly articles in the field of creativity education and academic innovation. Data analysis was conducted using thematic analysis with NVivo software version 14, including open, axial, and selective coding to identify main and sub-themes and to develop a conceptual framework. Results indicated that creativity education, through problem-based, project-based, game-based, and exploratory learning approaches, enhances divergent thinking, cognitive curiosity, and student engagement. Students’ psychological characteristics, including achievement motivation, self-efficacy, cognitive flexibility, independence, risk-taking, and curiosity, play a crucial role in fostering academic innovation. School environments, characterized by a creative climate, collaborative culture, managerial support, flexible curricula, and access to learning resources, further facilitate the growth of creativity and academic innovation. Outcomes of academic innovation included improved academic performance, higher-order thinking skills, increased engagement, development of 21st-century competencies, and strengthened innovative learner identity. Creativity education serves as a key educational strategy that, by enhancing students’ cognitive, motivational, and environmental capacities, plays a decisive role in fostering academic innovation and provides practical guidance for teachers, school administrators, and policymakers to improve learning quality and develop innovative skills in schools.
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