Literary Creation and the Fusion of Critical Thinking: Project-Centered Teaching Strategies in Australian Higher Education at the Beginning of the 21st Century

Abstract

This paper investigates the intricate relationship between literary creation, critical thinking, and project-centered teaching strategies within the landscape of Australian Higher Education at the onset of the 21st century. The study delves into the integration of literary creation as a catalyst for fostering creativity and critical thinking skills, with a specific focus on project-centered teaching approaches. Utilizing a mixed-methods research design, the study explores the challenges, opportunities, and successful implementations of these strategies across diverse disciplines. The findings shed light on the dynamic interplay between literary creation, critical thinking, and innovative pedagogical methods, providing valuable insights for educators, administrators, and policymakers in the higher education domain.