Creative Competence Research Articles

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

Strategic priorities for digitalization of the mining sector of Kazakhstan

Global uncertainty has transformed the economy of Kazakhstan, which is striving to become a center of innovative development in Central Asia. According to the authors, one of the reasons for the raw material orientation of the country's economy, along with the predominance of energy-intensive types of production, is the technological backwardness of the mining sector. The article shows that the strategic goal of the Kazakhstan mining complex to integrate into the world economy involves a focus on innovative development. PEST analysis of the most important micro- and macroeconomic factors made it possible to assess the current situation of enterprises. It was revealed that one of the significant reasons for the innovative lag in the mining sector of Kazakhstan is the lack of a strategic vision of digital transformation and change management mechanisms among enterprises. The authors conclude that the continuous complication of mining and geological conditions and the growing demands of stakeholders require enterprises to build internal production processes, promote R&D, improve the organization of analytical work based on an engineering and economic approach to the selection of tools for the digital basis of production, and active interaction with external partners and startups. It is substantiated that for further progress an integrated approach to the creation of intra-production digital competencies is necessary; enterprises should focus on organizational and technological transformation, including changes in the organizational structure and transformation of the business model. The results of the study are of interest to industrial enterprises when they develop proactive innovative strategies focused on reorganizing operational activities and increasing investment to promote business.

중학생을 위한 OECD 학습 나침반 2030 기반 기업가정신 교육 프로그램의 효과 검증 : 진로개발역량과 창의성역량을 중심으로

Based on OECD Learning Compass 2030, competencies required for students to shape their futures in an era of increasing uncertainty, this study attempted to verify the effectiveness of the entrepreneurship education program developed with the aim of improving the entrepreneurial competence of all students rather than simply cultivating prospective entrepreneurs. First, a draft of an entrepreneurship education program was developed by examining related literature such as entrepreneurship, entrepreneurship education, OECD learning compass 2030, self-regulated learning, and creative problem solving, and applied it to the educational field by looking for a school that wishes to introduce an entrepreneurship education program in terms of career education. A total of 17 classes were conducted for 26 students in the first class, and a total of 14 classes were conducted for 16 students in the second class. To verify the effectiveness of education, quantitative and qualitative data collection were conducted in parallel. First, among the sub-areas of career development competency, career design and pioneering spirit, which are highly relevant to entrepreneurship education, were included in the pre- and post-test for quantitative data collection, and creativity competency measurement tools that represent entrepreneurial behavioral characteristics were included. In addition, in order to closely observe the learner's response to the educational program, the researcher directly played the role of the instructor and conducted participation observation and field records, and FGI was conducted at the end of the education to collect specific opinions from students on the educational program. In the first class, the average score of post-test of career design, pioneering spirit, and creativity competency improved, but significant differences were found only in the area of career design, and in the second class, significant differences were found in all areas. This is thought to be the result of reflecting the improvements of the first class in the second class. In the 1st and 2nd FGI results, students were able to confirm the educational effect by saying that they could use it later because they experienced the process of coming up with ideas themselves like entrepreneurs and opinions that it helped them design the future. In the future, it is necessary to introduce the entrepreneurship education program developed in this study to more diverse educational fields and verify its effectiveness, and through this, students are expected to be able to independently design their lives and contribute to the world even in uncertain situations.

Folk games as a tool of formation of artistic and creative competence of primary school children in music classes

The article describes the features of acquiring artistic and creative competence, as a child's elementary awareness of the specifics of art forms (artistic and productive, musical, theatrical); valuable attitude to art and artistic activity, the desire to perceive folklore art. Folkloric forms of the heritage of Ukrainian culture are considered. Teaching and methodical material and practical recommendations are offered, which in music classes will be useful both to experienced teachers of preschool institutions and to those workers who are starting to work with the smallest brains. Normative documents in the field of preschool education were studied and play competence was considered as a child's ability to free, emotionally saturated, spontaneous activity on his/her own initiative, in which the possibility of applying existing and assimilating new knowledge and personal development is realized due to the child's desire to participate in the life of adults through the realization of interests in game and role-playing actions in a generalized form. The necessity of using folk games for the formation of artistic and creative competence in preschool children is substantiated. Peculiarities of knowledge of the surrounding world of preschool children and themselves in it are determined. The work proposes to create a basis for the natural formation and development of musical abilities in preschoolers through a folk game by encouraging children to play folk games. It has been emphasized that raising children is based on love and respect for Ukrainian musical folklore. The secrets of conducting music classes using folk games and working with preschoolers are recommended to teachers of primary schools, music teachers, teachers of children's vocal ensembles of extracurricular and club institutions, scientists, graduate students, students of pedagogical and art educational institutions, parents and the general public

TÍCH HỢP WEB SKETCHPAD VÀO KHÓA HỌC TRỰC TUYẾN TRONG DẠY HỌC CHUYÊN ĐỀ PHÉP QUAY

Web Sketchpad is a new technology based on The Geometer’s Sketchpad software, featuring a highly simplified user interface and customizable tools, allowing learners to focus on mathematical exploration experiences to construct their own knowledge. This study integrated two dynamic mathematical representations designed on Web Sketchpad into an online course to support students in exploring the topic of Rotations in the plane. The results show that Web Sketchpad on the Moodle platform supports students well in conducting mathematical explorations related to rotations. It can serve as a cognitive tool and support different stages of mathematical problem-solving. The students in the experiment demonstrated problem-solving and creative competency, independently constructing new mathematical objects, searching for and discovering mathematical relationships. Additionally, they had the opportunity to practice self-directed learning and self-study through heuristic exploratory activities with dynamic mathematical representations. Keywords: Web Sketchpad; rotation; online-learning; moodle platform

Analyzing the Effectiveness of Creativity Courses on University Students' Perceptions and Creative Mindset Changes : An Application of Integrated Research Methods

The purpose of this study is to examine the changes in the perception of creativity and creative mindset among university students before and after attending a creativity-focused general education program. The study was conducted using a mixed-methods approach, targeting 55 students from freshmen to seniors who expressed their willingness to participate and were enrolled in a general education courses at a university in the Chungnam region. The findings indicate that there was a change in the overall perception of creativity from the perspectives of creative thinking, creative outcomes, creative characteristics, and creative stimuli. Additionally, there was a positive change in the creative mindset of the students. This suggests that creativity-focused general education had a positive effect on the development of students' creative competencies. Through this study, we aim to provide useful information for the design and implementation of education programs that enhance creativity, by broadly understanding the impact on university students' perception of creativity and their creative mindset.

Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation

The aim of this study was to explore the impact mechanism of teachers' formative assessment on students' creativity competence. Herein, structural equation modeling (SEM) was utilized to investigate the potential mediating role of self-confidence in learning and intrinsic motivation based on large-scale longitudinal tracking data. The results indicate that, after controlling for pretests of creativity competence, socioeconomic status (SES), and gender, it was found that formative assessment practices have a direct and positive predictive power for creativity competence (the direct effect accounts for 39.4 %). Furthermore, formative assessment practices indirectly and positively predict creativity competence through the mediation of self-confidence in learning (the indirect effect accounts for 10.0 %) and intrinsic motivation (the indirect effect accounts for 50.6 %). We conclude that the main contribution from formative assessment to creativity may be in building an environment that fosters self-confidence in learning and intrinsic motivation.

Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review

While society’s demand for creativity is echoed across the world, teachers in higher education often struggle to support students’ development of creative competencies. This transdisciplinary systematic literature review of 58 peer-reviewed empirical studies provides a comprehensive overview of creativity-fostering teacher behaviors identified across all academic disciplines in higher education. In our thematic analysis, we identified 22 themes grouped into six overarching dimensions (the six dimensions of fostering creativity, namely, [a] affective, [b] cognitive, [c] behavioral, [d] metacognitive, [e] creativity-in-action, and [f] uncertainty). Based on these dimensions, we developed a new conceptual model of teacher behaviors for creativity: the “meta-creativity” model. This model highlights the transdisciplinary, interactive, and interdependent nature of creativity-fostering teacher behaviors, which are subject to the conflicting needs and tensions of creative processes. This review provides key practical insights for teachers, administrators, and policymakers and new research directions for a more holistic approach to teaching for creativity.

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

IMPACT OF CREATIVE THINKING ON TEACHER PROFESSIONAL DEVELOPMENT

The article describes the qualities of a teacher's creativity, its features, the factors influencing it, creative competence,and the features of creating a creative learning environment in education.

Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam

This study uses a process of organising the teaching of biology for students following a STEM education orientation and examines the impact of this teaching process on the development of students' problem-solving and creative competences. Research and organize the implementation of three STEM lesson plans for 382 selected 11th-grade students in 3 schools in Hanoi, Vietnam, in 2023. To assess the development of the problem-solving and creativity competence of students, the research is based on the structure of problem-solving and creativity competence, including 4 skills: problem identification (KN1); proposing and selecting solutions (KN2); planning, implementation, and evaluation of solutions (KN3); and report presentation (KN4). Assessing these four skills will show the level of students' problem-solving and creative competence. This study documents the positive relationship between STEM-oriented biology teaching and the development of students' problem-solving and creativity competences. Specifically, teaching STEM-oriented subjects increases students' problem-solving and creativity competences. The interesting thing is that classes with a small number of students are more effective in developing problem-solving and creative competence. Research has suggested that in classrooms with fewer students, teachers have more opportunities to interact with each student. The research results are of interest and beneficial to educational policymakers, schools, and teachers in trying to develop students' learning competencies, especially core competencies like problem solving and creativity.

International entrepreneurship and the development of competencies in family businesses: Case study

Purpose: Explain how the main competencies developed by a family business in an emerging market help to reach international markets. Methodology/approach: A qualitative research was conducted with family members who participated in the expansion process, showing that the members' family organization is essential to develop each of the competencies during the internationalization process. Originality/Relevance: Theoretical and managerial contributions are presented, as it adds new discoveries to the international business literature, focusing on companies from emerging markets that internationalize to developed markets. Key findings: The results show that the internationalization of the business to Portugal occurred by the partners, who tend to centralize the business management decision-making processes. The knowledge acquired in Brazil improved the internationalization process and the establishment of the brand in Portugal. Theoretical/methodological contributions: The study contributes to research on internationalization of family businesses, demonstrating that the creation of competencies oriented to entrepreneurial emerging markets is fundamental for the strategic development of this type of company in its process of internationalization. The research presents an empirical report of international entrepreneurship from qualitative emerging markets.

The Influence of Paternal Absence During Childhood on Women's Self-esteem and Self-efficacy: A Perspective Paper

This paper explores the potential impact of paternal absence on women during their childhood by examining literature and contemporary theories. Paternal absence refers to children lacking paternal love and care due to factors such as illegitimate birth, divorce, or death. In today's society, diverse marriage concepts have led to an increase in single-parent families, resulting in a growing prevalence of paternal absence. This paper comprehensively examines the influence of paternal absence on female self-esteem using theoretical frameworks from psychoanalysis, social learning, social comparison, cognitive development, and attachment. Additionally, it highlights the significance of fathers' presence during childhood in establishing women's sense of competence through Bandura's concept of self-efficacy. The results of the study revealed that the absence of a father figure may exert detrimental effects on women's self-perception, interpersonal bonding, and development of emotional and creative competence.

Music Composition Based on Creative Problem Solving: Effects on Students’ Perceptions of Creativity and Learning Music

Abstract Music composition has been shown to provide numerous benefits to students. However, composition has generally been considered a less important area in daily music classes than other musical activities. More research is needed to investigate specific teaching strategies for composition. This study aimed to compare the impact of music composition based on the creative problem solving (CPS) approach to traditional music composition on perceptions of students’ creativity competency, interest in and value of music as a subject, and perceived self-efficacy in learning music. A nonequivalent control group pretest-posttest design was used, where the experimental group took music composition classes for 7 weeks based on the CPS framework. The study's results showed no difference regarding interest in music as a subject between students taking CPS-based composition classes and students taking traditional composition classes. However, students in the CPS-based music composition classes showed higher perceived value of music as a subject and self-efficacy in learning music than those in traditional composition classes. Finally, students in the CPS-based music composition classes showed heightened perceived higher-order thinking and problem-solving compared to those in traditional music composition classes, but no difference was found between the two groups in terms of perceived divergent thinking.

Importance of general systems theory for scientific training

The article investigates the possibility of formation of creative competencies of students within the framework of scientific personnel training. It is noted that the available training courses within the framework of general training of scientific personnel allow to prepare a specialist who is able to use existing knowledge, but such a specialist is not trained in creativity. For the formation of creative competences it is necessary to take a training course of the general theory of systems, the purpose of which is to create a universal methodology of reliable representation of models of objects, based on the similarity (isomorphism) of the forms and laws of the universe. A detailed argumentation of the connection between creativity and holistic representation of being, the empirical manifestation of which is isomorphism, is given. The mechanism of knowledge translation within the framework of the mechanism of multisystem integration of human being, the mechanism of knowledge borrowing by human being from sensually comprehended forms of reality is investigated. It is stated that in order to meet the set tasks of cognition, a version of the general theory of systems, extended by the metaphysical component, is required. Further, starting from the metaphysical description of the foundations of the phenomenon of isomorphism observed in the practice of cognition, it is possible to form complete collections of patterns – typical forms, templates of objects and their relations. At present, the work on such a version of the general theory of systems is being finalized. The article concludes with a discussion of the problematics of teaching general systems theory. It emphasizes two components: the issue of positioning the training course "General Theory of Systems" in relation to other courses, as well as taking into account the specifics of the subject area of students in different specialties (directions).

O sagrado, o profano e Frida Kahlo: uma cosmovisão religiosa no corpo grotesco

ABSTRACT This article aims to analyze, from a Bakhtinian perspective, the grotesque construction of Mexican artist Frida Kahlo’s body through a religious worldview. Therefore, we analyze two of her self-portraits, taking into account the dialogic relations constructed between the grotesque representations and Catholic symbology. The analyzed utterances, in which the specificities of the creative competence of the author-creator in her aesthetic activity are inferred, showed that a dialogue is established between the painting El venado herido and Catholic Saint Sebastian and between the painting Las dos fridas and the image of the Sacred Heart of Jesus.

The role of cultural and creative competencies in shaping success of art ukrainian students

The article considers the issues of the competency-based approach in higher education and the role of cultural and creative competencies in the modern educational discourse. The aim of the article is to define the peculiarities of forming cultural and creative competencies of students in artistic specialties in higher education institutions of Ukraine, as well as to elucidate the influence of these competencies on the competitiveness and professional career advancement of specialists in both domestic and global labor markets. The research methodology includes a combination of systemic-differentiated, comparative, synergistic, cultural, axiological, structural-functional, and empirical methods, which are employed to clarify the peculiarities of forming cultural and creative competencies during students’ professional training in artistic specialties. The article demonstrates the peculiarities of forming cultural and creative competencies in the Standards of Higher Education and educational-professional programs, examines role of the educational environment in forming creative competencies and its peculiarities as an educational-creative environment using the example of training students in artistic specialties at Kharkiv State Academy of Culture. Promising directions for improving creativity development in educational-creative environments of educational institutions are identified, which enhance the competitiveness of professionals in artistic specialties and contribute to the resolution of crisis phenomena in society.

CHALLENGES IN CREATIVITY DEFINITION AND MEASUREMENT: EDUCATIONAL IMPLICATIONS

The article examines the complex nature of creativity with the goal to project implications for educational settings, starting from its historical evolution, and the challenges associated with its definition and measurement. The study aims at reviewing the main approaches to defining the concept of creativity with a particular focus on educational settings application. Creativity, once attributed to divine sources, is now recognized as a multifaceted human capacity encompassing cognitive, conative, and environmental factors. The research spans various definitions and assessments, including personality and biographical inventories, behavioral tests, and both objective and subjective evaluations of creative outputs. Creativity theories are highlighted, emphasizing creativity's presence across multiple domains. Despite the plethora of testing methods, the paper critiques the dichotomous view of creativity as simply present or absent, advocating for a nuanced understanding that encompasses its varied degrees and dimensions. The study further stresses the importance of considering individual traits and contextual factors as part of a dynamic interplay that influences creativity. For educators, these findings underscore the need for professional development that addresses the broad scope of creative competencies, encouraging a holistic approach to fostering creativity in students. The paper concludes with recommendations for developing clear operational definitions for creativity that can lead to more consistent and reliable assessments within educational research and practice.

Practical Development of Artistic and Creative Activity of Students: from Work Experience

Introduction. In this study, the author addresses the problem of the development of modern innovative educational technologies in the context of artistic and creative activity. The purpose of the study is to reveal the features of the implementation of modern innovative pedagogical approaches in pedagogical artistic and creative practice. Methodology. Artistic and creative activity is studied from the perspective of a personal activity approach as a leading type of pedagogical activity. From the point of view of the competence approach, the main competencies of students are determined within the framework of continuous multi-level specialized education (artistic, aesthetic and socio-pedagogical). The Childrenʼs Academy of Artistic Creativity and Design became a research site. Results. The study shows that the project method is currently in demand in the context of the development of modern innovative educational technologies. The importance for pedagogical artistic and creative practice is particularly noted. It is shown that during the implementation of the project, the student acquires certain artistic and creative competencies necessary for further training in professional artistic and creative activities. Conclusion. In conclusion, the main aspects of the application of the project method in pedagogical artistic and creative practice are shown.

Towards the Systematic Development of Marketing Students’ Creativity

Many university marketing students feel uncomfortable about developing creative thinking skills during college. However, they will soon graduate and face a need to utilize their creative abilities and contribute to their organizations. Therefore, this article provides a wide range of strategies to develop students’ creative abilities in marketing classes. It uses Gagné’s classical Nine Instructional Events (i.e., Gagné et al., 2005) to develop the strategies because Gagné systematically and comprehensively examines how to develop effective instructional stages across the entire learning process. The article also focuses on developing specific strategies to help students build creative competencies for very different teaching modes, such as asynchronous and synchronous online, HyFlex, and conventional face-to-face classes. By developing strategies for different modes, the instructor will be able to have comparative insight into how to adjust marketing courses to maximally stimulate students’ creativity, regardless of the type of course.