Abstract
Innovation is an engine of growth and an important 21st-century competency. The cognitive process that leads to innovation is conceptualized as innovative thinking. The literature presents many non-unified definitions of innovation, and several definitions of innovative thinking, most of which are very general and are grounded in specific disciplines. Addressing this theoretical gap, the goal of this study was to define a comprehensive conceptual model of innovation and innovative thinking, particularly in relation to educational perspectives, through analysis and synthesis of a sample of 100 definitions of innovation from various disciplines. The synthesis yielded a conceptual model consisting of five cognitive competencies: define a need/problem, generate new/changed ideas, develop an outcome in accordance with new/changed ideas, implement a new/improved outcome, and adopt a new/improved outcome with added value. This integrative conceptual model of both innovation and innovative thinking can serve as a framework for developing an innovation competence to be implemented among learners of all ages.
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