Creative Education Research Articles

Thriving futures

This Special Issue of the journal Art, Design & Communication in Higher Education (ADCHE) revisits the purpose and potential of art and design from an Australian perspective. It draws on the November 2023 Australian Council of University Art & Design Schools (ACUADS) 43rd conference, co-convened by Thao Nguyen, School of Art, RMIT University and myself. This national forum sought to consider the following: (1) how can creative education and research embrace our unique Australian perspective and integrate First Nations knowledge to cultivate a ‘thriving future’? (2) What is the potential of creative research and pedagogy in responding to the climate crisis and other urgent societal concerns? (3) How has the global pandemic disrupted and catalysed innovation in creative art education, including the rapid uptake of digital media by traditionally haptic disciplines? What are the key technological agendas for art and design schools? Drawing on our unique perspective, with particular acknowledgement of First Nations knowledge and ways of being, our colonial history and Asia–Pacific context, this edition considers how creative education and research can contribute not only to economies but also to the array of pressing social, environmental and cultural issues necessary to enable thriving futures.

QUALITIES OF PROFESSIONAL SKILLS AND CREATIVITY IN TEACHER ACTIVITY

This article is dedicated to the study of teachers’ profession,pedagogical activity, professional skill, pedagogical creativity, and pedagogical ability in properly organizing the lesson.

창의성 교육의 새로운 방향: 긍정 창의성을 중심으로

Positive creativity is a novel idea or product that has the potential for positive influences on individuals, related fields, and the broader world. As such, it is wholly beneficial for the common good. Human creativity has the potential to be used in malicious or detrimental ways. However, research on positive creativity is severely insufficient. Additionally, while schools have often focused on education that fosters students' creativity, they should shift to a curriculum that utilizes positive creativity for personal growth and the benefit of the world. Positive creativity education should equip students with knowledge, skills, and attitudes regarding the curriculum about this topic. To this end, teachers can utilize discussions, case analysis, and project and problem-based learning. In order for positive creativity education to become active, research on the psychological characteristics and environment related to positive creativity, positive creativity measurement tools, and empirical research that can verify the effectiveness of learning-instruction models or programs are needed.

Da Exclusão à Expressão: Arte como Ferramenta de Inclusão e Empoderamento para Alunos com Necessidades Especiais

This study explores the profound relationship between art and inclusion in the education of students with special needs. Art transcends its role as a curricular discipline, becoming a powerful tool for the holistic development and empowerment of these students. By challenging stereotypes and promoting full participation, art offers a space for expression, communication, and learning for all, regardless of their needs. The research highlights the importance of adapting materials, activities, and environments, as well as the ongoing training of teachers, to make art accessible and meaningful for all students. Through flexibility, creativity, and sensitivity, teachers can create a welcoming and stimulating learning environment where every student feels valued and encouraged to explore their creative potential. Theories such as constructivism, the Social Model of Disability, and the Theory of Multiple Intelligences provide a solid theoretical foundation for the construction of inclusive pedagogical practices. The methodology adopted in this study is qualitative bibliographic research, which seeks to analyze and synthesize the knowledge produced on the relationship between art and inclusion in theeducation of students with special needs. The study concludes that art, when used intentionally and adapted, can be a powerful tool for promoting inclusion, holistic development, and empowerment of students with special needs. Art reveals itself as a path towards building a fairer, more equitable, and creative education, where every individual has the opportunity to flourish fully and contribute to the construction of a more humane and supportive world.

Definitions of Creativity by Kindergarten Stakeholders: An Interview Study Based on Rhodes’ 4P Model

Abstract In 2017, Hong Kong included the notion of creativity in its official kindergarten curriculum framework. However, the curriculum did not define what creativity means in relation to 3- to 6-year-old children. Stakeholders such as teacher educators, kindergarten principals, and teachers may have different understandings of creativity, possibly leading to difficulties in implementing this notion into practice. We adopted Rhodes’ 4P model to examine Hong Kong kindergarten stakeholders’ definitions of creativity in relation to young children. We posed two research questions: (1) What are the themes and elements that Hong Kong kindergarten stakeholders refer to in their responses when defining the notion of creativity? (2) How do these stakeholders differ in their responses when defining this notion? We asked 50 kindergarten stakeholders (20 teacher educators, 10 principals, and 20 teachers) to define the notion of creativity using their own words. Content analysis, descriptive statistics, and multiple Fisher’s exact tests (2 × 2) were used to analyze their responses. We found that all stakeholders possessed a partial understanding of creativity, especially teachers. Stakeholders’ definitions mainly focused on the importance of creative processes. Other components such as the learning environment, the traits of a person, and the creation of products were rarely alluded to in their definitions. We conclude that there is an urgent need to explicitly articulate and conceptualize the notion of creativity in kindergarten curriculum frameworks, such as Hong Kong’s curriculum Guide. This would allow stakeholders to find common ground in the teaching and learning of creativity. Implications for the enhancement of creativity education are discussed.

Green Building Certification in Educational Facility

Abstract This study evaluates energy saving in campus facilities toward green building certification by evaluating existing energy consumption, water consumption, and material usage. It supports the green building movement primarily from the education sector to respond to government regulations. The assessment was conducted through EDGE-App, an open-access building performance software developed by IFC, in the Integrated Creative Education Learning Laboratory (i–CELL) Building. EDGE-App calculates the energy savings in the building by comparing the difference between EDGE’s base case and the i-CELL building as the improved case. The variables calculated in this research are energy consumption, water conservation, and material recovery. This building performs 70% energy savings, 42% water savings, and 48% less embodied energy in materials—thus, it was granted an EDGE Advanced Green Building Certification. Furthermore, this study can inform engineers, designers, developers, and other parties about saving energy and optimizing water and recyclable materials in campus facilities.

Penerapan Thinking Aloud Pair Problem Solving (Tapps) Setting Working Backward Pada Materi Belah Ketupat Untuk Meningkatkan Hasil Belajar Siswa

One common goal of learning mathematics junior high school students were included in the National Education Standards is that students have the competence to solve problems that include the ability to understand the problem , devised a mathematical model , solve the model , and interpret the obtained solution . This research is motivated by the low student math learning outcomes . This is because of the lack of creative educators in teaching mathematics so that math becomes fun. Based on those explanations, problem formulation in this research is 1)Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning activity of Class VII B students of MTs Miftahul Huda?; and 2) Is the application of Thinking Aloud Pair Problem Solving (TAPPS) setting working backward method into Rhombus topic able to improve learning result of Class VII B students of MTs Miftahul Huda. Meanwhile, the purpose of this research is 1) to find activity improvements of the students in the application of Thinking Aloud Pair Problem solving (TAPPS) setting working backward learning method into Rhombus topic in Class VII B MTs Miftahul Huda; 2) to find study result improvements after using Thinking Aloud Pair Problem solving (TAPPS) setting working backward method into Rhombus topic in Class VII B MTs Miftahul Huda. The research method is descriptive quantitative research method and classroom action research by data analysis technique. Based on this study result, students activity porcentage in first meeting was 87,5 % with ‘very active category’, while in second meeting the porcentage was 92,4 % with ‘very active category’. This result shows the improvement by 4,9%. Meanwhile, result analysis of students learning progress data based on data in Mathematics teacher, shows that comprehension porcentage of previous material reviews was 70,8 %, while comprehension porcentage of the last test is 87,5 %. It shows that there is improvement by 16,7 % in students comprehension at Mathematics and classically comprehensed. Based on research results and analysis, it can be concluded that 1) Aplication of TAPPS setting working backward is able to improve students activities in Class VII B MTs Miftahul Huda; and 2) Application of TAPPS setting working backward is able to improve study results of students in Class VII B MTs Miftahul Huda.

The Importance of Implementing a Creativity Program for Students at Inclusion Schools

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Creativity must be developed in the right way to enhance quality and self-confidence. For students with special needs, this is useful to dispel negative assumptions from the surrounding environment, which can impact their mental development. The Creative Education Program (CEP) holds potential as a solution to assist students in schools. The findings of this study include: (1) CEP is a training program organized by schools to prioritize the creative process so that students can absorb lessons effectively and become more interested in learning; (2) The implementation of CEP has been carried out in several elementary schools, namely SLB Bina Harapan, SLB Negeri 1 Bantul, and SLB PGRI Prembun; (3) The benefits of CEP include the development of critical and innovative thinking skills, the nurturing of special interests and talents, and the enhancement of interpersonal skills; (4) CEP is crucial to be implemented in inclusive schools that have not yet incorporated creativity programs directly into children's education. </span></p></div></div></div>

Kuliah Kerja Nyata: Membangun Generasi Muda Cerdas dan Kreatif, Serta Memperbaiki Desa Berkualitas, dan Edukasi Perpajakan pada Gen Z di Desa Lubang Buaya, Setu, Kab. Bekasi

The Real Work Lecture Program (KKN) has been implemented in Lubang Buaya Village, Setu, Kab. Bekasi. In this program we seek to help local communities overcome the problems in the economic, educational, social and health sectors as well as in the infrastructure and environmental sectors that they face. This article discusses KKN's efforts to develop the potential of the younger generation, especially Generation Z, through strengthening intelligent and creative education. Apart from that, this article also highlights improvements to village facility infrastructure to improve the quality of life of local communities. During KKN activities, various tax education programs are carried out to increase public understanding and awareness, especially generation Z, about the obligations and benefits of taxation. Through the integration of these activities, it is hoped that a young generation can be created that is not only intelligent and creative, but also has social awareness and the ability to contribute to sustainable village development.

Review of Do your lessons love your students? Creative education for social change

Review of Do your lessons love your students? Creative education for social change

The Effect of Electroencephalogram Feedback in Virtual Reality Interactive System on Creativity Performance, Attention Value, and Cognitive Load

This study aimed to systematically investigate the impacts of virtual reality (VR) technology integrated with electroencephalogram (EEG) vibrotactile feedback on undergraduate students’ creativity performance, attention value, and cognitive load. 4P’s creativity model was adopted as the macro strategy, with cognitive load theory and constructivist theory serving as a micro strategy. A 2 × 2 quasi-experimental factor design was utilized. A total of 149 undergraduate students with varying spatial abilities were randomly assigned to an experimental group (using a VR interactive system with EEG vibrotactile feedback) and a control group (without feedback). Covariance analysis (ANCOVA) and analysis of variance (ANOVA) were employed to identify significant differences among the systems and examine interaction effects among variables. The quantitative results provided empirical evidence that the experimental group exhibited significantly higher levels of creativity performance and attention value than the control group. Furthermore, undergraduate students with higher spatial ability demonstrated lower cognitive load, superior creativity performance, and attention value compared to those with lower spatial ability. The study also revealed that the system positively impacts learning in university creativity education and holds promising potential for improving traditional VR interactive training systems. These findings contribute valuable insights for future research on the application of VR interaction technology and EEG technology in cognitive training for creativity.

Digital mind and human consciousness: integration of digital technology in shaping learning experiences

Introduction. As education evolves in the digital age, integrating technology into teaching and learning has become pivotal. This digital transformation carries profound implications for youth experiences and cognition warranting extensive research. This study aimed to elucidate the impact of embedded digital technologies and online tools on learning experiences and consciousness among Kazakhstani and Turkish youth. Specifically, it sought to examine the relationship between key variables and interpret the findings through robust philosophical frameworks spanning critical theory to pragmatism. Study participants and methods. The study surveyed 90 bachelor's and master's students from reputable Kazakhstani and Turkish universities, examining the relationship between digital integration, online tools, learning experiences and human consciousness. Quantitative analysis entailed correlation and regression techniques. Robust philosophical frameworks spanning critical theory to axiology anchored the investigation. The results. Strong positive correlations emerged between all variables – learning experiences, online tools, digital integration and human consciousness (range of r = 0.660 to 0.834). This tight alignment implies technology integration fundamentally transforms education by enabling more interactive, creative and personalized learning. Likewise, extensive online tool use strongly associates with peer collaboration, global awareness and analytical thinking, suggesting enhanced cognition. However, ethical risks around misinformation and critical analysis diminishment must be addressed. Regression analysis further evidenced the significant positive impact of digitalization on consciousness (p < 0.001), underscoring its promise. Yet equitable governance is essential to ensure prudent oversight alongside optimization. Overall, given judicious and ethical implementation, embedded digital tools demonstrate immense potential to enrich diverse student experiences and minds. Conclusions. This pioneering analysis enriches philosophical understanding of how embedded digital tools are transforming youth learning and minds. The robust correlations substantiate prevailing assumptions that judicious technology integration fundamentally expands interactive, creative education opportunities aligned with students' needs and interests. The findings also reinforce sociocultural notions of peer socialization in virtual environments catalyzing enriched consciousness. However, risks around misinformation and critical analysis diminishment temper techno-utopian visions, compelling context-attuned governance frameworks. Key contributions include illuminating these complex dynamics and ethical dimensions within Muslim-majority nations. Overall, the research carries profound practical implications for pedagogical digital competence models, assessment mechanisms, and proactive policies prioritizing equitable access and ethical digital literacy. As education evolves for digital native generations, optimizing technology’s merits while mitigating its risks remains an imperative, multifaceted challenge.

Actualization of the content of the educational process in the artistic and creative areas of Bachelor's training in terms of the formation of digital competencies

Introduction. Currently, almost all spheres of society life activities are developing in terms of progressive digitalization, therefore it is required to promptly transform existing approaches to organizing the student learning process. The purpose of research: to determine digital competencies relevant to the field of professional activity of graduates of artistic and creative areas of training and to actualize the content of the educational process in accordance with the results obtained. Materials and methods. The study was conducted during 2021 – 2023 on the basis of the Department of Design, Art Education and Technology of Yelets State University named after I.A. Bunin. The target group included 157 respondents with experience in conducting creative activities using modern digital technologies. Empirical test methods for data collection were implemented in two ways: during direct communication and remotely using Yandex Forms. Quantitative statistical analysis was carried out using LibreOffice Calc. Results. 6 enlarged groups of digital competencies of graduates of artistic and creative areas of training, currently in demand by society and the labor market, have been identified. Based on the opinions of the respondents, they were ranked according to the degree of importance: have the skills and abilities to work with raster (16.6%) and vector (12.1%) computer graphics, design and edit pages or sites on the Internet (13.3%) , develop multimedia content (5.7%), create and edit 3D models (23.6%), use specialized programs according to the training profile (28.7%). Conclusions. The empirically obtained results were integrated into the curriculum for undergraduate training in the direction 54.03.01 Design, specialty (profile) “Design and Contemporary Digital Art”, in terms of the proportional distribution of study time between disciplines and modules focused on the development of digital competencies. The optimal sequence of developing skills in mastering specialized digital tools has been identified, which is the key to the effective outcome of the educational process. Promising vectors for the development of artistic and creative education of students have been identified, which include: design of mobile applications, creation of elements of augmented and virtual reality, development of conceptual digital games.

Efektivitas Pelatihan Dan Pengembangan Sumber Daya Manusia Untuk Meningkatkan Kualitas Pendidikan di TK PKK Majidi

This study aims to investigate Human Resource Development management as an effort to improve the quality of education at TK PKK Majidi. The study involves 10 teachers from TK PKK Majidi as its subjects. The results indicate improvement, although not yet fully optimal. The school principal endeavors to enhance teacher quality by prioritizing HR development and skills training. Therefore, the next HR development strategy involves mandatory monthly training sessions for teachers. There are various types of training available for teachers to enhance their skills and competencies, ranging from leadership training, skills development, motivation, creativity, to participation in children's training activities. The findings suggest that when children become creative, teachers have achieved good quality in creative education.

REVOLUTIONIZING AND DEMOCRATIZING DIGITAL LEARNING: A CASE STUDY OF THE TRANSFORMATIVE IMPACT OF MASSIVE OPEN ONLINE COURSES IN CREATIVE EDUCATION

This paper explores the transformative influence of Massive Open Online Courses (MOOCs) on creative education, focusing on the democratization of knowledge and analyzing student engagement in virtual classrooms. The primary objective is to investigate how MOOCs democratize knowledge for creative learners, emphasizing the global accessibility, flexibility, and cost-effectiveness of online courses. In-depth interview with working professionals and online learners constitutes the methodology, allowing participants to share experiences and uncover the emotional and personal aspects of their educational journey.Findings reveal that creative learners prefer MOOCs for their flexibility, allowing learning at one's own pace, replaying specific sections, and accessing diverse courses at a lower cost compared to traditional platforms. The inclusivity of MOOCs enables interdisciplinary learning, expanding domain knowledge and fostering collaboration among learners from various backgrounds. The study underscores the practical benefits of increased job opportunities and diverse skill acquisition. In conclusion, this research highlights the transformative impact of MOOCs, democratizing education for creative learners and offering a paradigm shift in educational delivery. The findings emphasize the need for transparent course information and recorded solutions to enhance the overall learning experience in the evolving landscape of online education.

역사기반 창의적 성취 교육과정 모형 및 프로그램 개발

As interest in creativity as a future competency has increased globally, There has been a demand for educational models and programs to enhance creative achievement that can be applied in school settings. In this study, ‘H-CAM’, a history-based creative achievement model, was developed as a curriculum model that can enhance learners’ creative achievement, and a program was developed based on this model. H-CAM proceeds by discovering historical achievements based on historical facts, events, and phenomena and deriving new creative achievement ideas that fit the social and cultural environment. The creative education program based on H-CAM was developed in a total of five sessions: historical analysis, discovery of achievements in history, ideas through creative achievements in history, discovery and definition of problems, discussion, testing, and creative achievement stages. The validity of the model and program was proven through expert content validity, and the effectiveness of the program was proven through experimental research.

Research on the Integration Path of Innovation and Political Education in Hydraulic Transmission Course from a Shared Perspective

The course "Hydraulic and Pneumatic transmission" is based on hydraulic transmission knowledge, takes the training of innovative and entrepreneurial talents as the theme, adheres to the equal attention of professional education, innovation and entrepreneurship education and ideological and political education, integrates the resources of double and creative education from the three aspects of course implementers, course content and course practice carrier, optimizes the supply of course content through the "three small ways", and innovates the "one main body, two starting points". The "three integration, four positions" curriculum construction mode aims to explore the effective combination of innovation and entrepreneurship concept and curriculum ideology and politics in the curriculum teaching reform, so that students will integrate innovation consciousness into professional skills training, cultivate comprehensive talents with excellent innovation and entrepreneurship ability and good ideological and moral quality, and let students' professional skills, innovation and entrepreneurship ability and ideological cultivation go in the same direction.

Cooperative videodance learning categories for pre-service teachers’ development

ABSTRACT This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergies, self-knowledge development through the use of technology, intermediality as a didactic resource, and the social contextualization of videodance. Pre-service students demonstrate their ability to create intermedial items. The outcomes of an individual creative education based on the requirements of each individual, as well as a collective artistic education based on varied interpretations of society, are demonstrated. Videodance generates an integrative look of the individual towards oneself, that is, awareness of the media (physical and visual) shapes the individual’s social observation and influences the reproduction of oneself towards the world.

The Role of Steam Education in Improving Student Collaboration and Creativity: A Case Study in Madrasah

The 21st century is marked by increasing technological progress and productivity. This progress has provided a challenge for the education sector to produce quality young people with adequate skills. This research examines the effectiveness of a learning approach that integrates a multi-subject called STEAM, namely science, technology, engineering, arts and mathematics, to improve 21st-century skills. These skills include collaboration, creativity, critical thinking and communication, known as the 4Cs. As a case study, this STEAM learning was given to students at two State Madrasahs in West Java. To achieve this goal, mixed methods were used. The research combined qualitative and quantitative approaches. A qualitative approach was used to observe phenomena experienced by students, learning design, and implementation. Moreover, a quantitative approach was used to analyze the impact of STEAM learning on student skills. The STEAM learning design was delivered in three learning meetings. Research findings show that the STEAM learning model by using a multi-subject approach could significantly improve students' collaboration skills. However, it did not significantly improve students’ critical thinking, creativity and communication skills. Meanwhile, student responses showed positive results on the implementation of this model. Factors that were considered to influence the implementation of this model are: Duration of learning, literacy skills and student learning experiences, as well as teacher competencies.

Kreativitas Dan Kritis Dalam Pendidikan Seni di Sekolah dan Keluarga

Current developments in technology and art have an impact on creativity and critical thinking which has brought major changes to arts education. The new paradigm includes the integration of technology in the arts curriculum, as well as the use of new media for artistic expression and creative learning. A holistic approach to artistic values ​​also makes this paradigm encourage art teaching that considers environmental impacts, as well as promoting awareness of environmental issues through works of art. Arts education remains sustainable over a long period of time, without destroying the environment so that it can continue to offer a good artistic life for every individual. Assessment of artistic creativity in a learning context is an assessment that accommodates process and outcome aspects. Evaluation of arts education in assessing learning as creative education. The teacher's task is to assess student creativity starting from the learning process to the learning outcomes, because creativity is a process that is inherently related to reflection on a person's self-development process.