Creativity Research Articles

Integrating bones and biomes: bringing biological science education to elementary school communities through a tangible learning tool.

Biology education in U.S. elementary schools faces challenges, including declining science proficiency and disparities among minority students. Limited resources, outdated materials, and a shortage of qualified educators hinder efforts to deliver engaging and equitable biology instruction. To address these issues, Bones and Biomes was developed as a tool to provide an interactive, hands-on experience that introduces students to biological concepts through animal skull analysis and ecosystem modeling. The tool was implemented in two settings: second-grade classrooms at a STEM magnet school and a career fair at a public elementary school. Participants examined animal skulls, identified key features, and connected them to habitats and survival adaptations. Classroom content reached 87 students, and the career fair activity engaged approximately 60 individuals, including students and caregivers. Follow-up activities, such as "Creature Creation" and "Skull Sleuths," encourage creative thinking and reinforce core concepts. The Bones and Biomes tool aided in developing scientific literacy, critical thinking, and collaboration while making biology accessible to diverse student populations. By using tangible learning tools and interactive methods, Bones and Biomes addresses resource gaps in underfunded schools and demonstrates a scalable approach to improving elementary science education.

초등학교 고학년의 그릿 향상을 위한 학습코칭 프로그램 개발에 관한 탐색적 연구

This study develops a learning coaching program to enhance grit in upper elementary school students experiencing emotional demotivation and reduced goal persistence. Grounded in prior research on learning coaching and grit, the program aims to strengthen non-cognitive competencies and self-directed learning. The study was structured into five stages: helplessness awareness, self-understanding, goal setting, action planning, and self-reflection, across ten sessions, based on Domihyang’s (2015) coaching philosophy and ACTIVE model. Key components of grit and core competencies from the 2022 revised national curriculum, such as self-management and creative thinking, were embedded in the activities. Using non-directive coaching dialogue, the program integrated emotional awareness and goal execution to support practical application in educational settings. As an exploratory study, the results indicated positive improvements in students’ Grit, particularly in perseverance of effort and consistency of interest, as well as enhanced self-directed learning behaviors. These findings suggest that the program has potential as an effective coaching-based intervention for strengthening non-cognitive competencies in upper elementary school students.

디지털 전환 시대에 문제 기반 학습을 위한 디자인 교육 모델 개발과 사례 연구

This study proposes the Design integrated Problem-Based Learning (D-PBL) model to foster creative problem-solving and user-centered thinking in the digital transformation era. Digital technologies have revealed limitations of traditional lecture-based methods, highlighting the need for structured learning and self-directed exploration. The D-PBL model integrates core design thinking principles—reframing, empathy, divergent and convergent thinking, prototyping, and reflection—into a five-stage process using Constructive Alignment and CCCS principles. Implemented in a “Design Thinking Methodology” course, students explored problems, refined solutions through multi-layered feedback, and collaborated using digital tools. Results demonstrate improvements in creative thinking and digital collaboration skills, confirming the model's effectiveness as a design education framework.

Pengaruh Project Based Learning Melalui Kegiatan Daur Ulang Terhadap Kreativitas Anak Usia 5-6 Tahun

The development of creativity in children is often neglected due to monotonous learning. Therefore, the application of varied learning models in early childhood education such as project-based learning, is very important to support the development of creative and innovative thinking skills. This pseudo-experimental study was conducted to review how the application of project-based learning through recycling activities affects the creativity of children aged 5-6 years at TK Khalifah Makassar 3. The sample in this study was 30 children with 15 children as the experimental group and 15 children as the control group. Data collection techniques using observation, tests and documentation. The data analysis technique used was descriptive statistical analysis and nonparametric statistical analysis using the Wilcoxon Sign Rank Test. The observation results showed that children's creativity in the experimental group that applied project-based learning through recycling activities was higher than the control group. This increase is supported by the average pre-test score of the experimental group of 13.67 which increased to 23.67 in the post-test. Data analysis of significance with a value of Sig. (2-tailed) = 0.001 <0.05 indicates that H1 is accepted and H0 is rejected. This means that there is a significant difference in children's creativity in the experimental group before and after the project-based learning treatment through recycling activities, which indicates an increase in creativity. Therefore, the findings of this study conclude that the application of project-based learning through recycling activities has a positive effect on the creativity of children aged 5-6 years.

Application Of Interdisciplinary Teaching In Museum Art Education: Case Study And Enlightenment

Museum art education offers a dynamic platform for interdisciplinary learning. While many researchers have explored interdisciplinary approaches within traditional classrooms, few have examined how museums integrate multiple disciplines to enrich educational experiences. Some scholars have identified challenges in developing cohesive interdisciplinary models within non-traditional learning environments. Therefore, this study aims to develop a framework that combines constructivist theory, interdisciplinary teaching models, and case study methods to investigate effective interdisciplinary practices in museum art education.Using a case study approach, this paper highlights the integration of STEAM, project-based learning (PBL), and inquiry-based learning (IBL) within museum settings. Given the limited research on interdisciplinary teaching in museum art education, this paper focuses on two central questions: First, how does interdisciplinary teaching impact student engagement and comprehension in museum art education? Second, how does interdisciplinary teaching in museum education influence the development of students' creativity and critical thinking skills? This study employs qualitative thematic analysis to assess learning outcomes, specifically examining the effectiveness of interdisciplinary methods in enhancing student engagement and comprehension in museum contexts. It also investigates whether interdisciplinary teaching significantly fosters creativity and critical thinking in students. These research objectives aim to uncover the potential applications and challenges of interdisciplinary teaching in museum education, ultimately providing practical insights for future educational models.

LABOUR MARKET OF GEORGIA: OVERVIEW AND ANTICIPATED EVOLUTION

This study examines the trends and developments in Georgia’s labor market, with a primary focus on the period from 2013 to 2023. It is based on an analysis of current labor market conditions and relevant literature. The study identifies key drivers influencing the labor market, with particular emphasis on employers’ expectations. Notably, expanding digital access and the adaptation to advanced technologies are recognized as significant factors impacting the labor market. Additionally, the study outlines the most in-demand skills for the future workforce, which include creative and analytical thinking, technological literacy, systems thinking, expertise in artificial intelligence (AI) and big data, as well as competencies related to management, leadership, and cybersecurity. In the process of shaping future labor market policies, special attention is given to the influence of technological factors on the nature and roles of future work. The paper references studies that substantiate the growing im-pact of artificial intelligence on labor market dynamics. The conclusion emphasizes the necessity for coordinated approaches and strategies between labor market institutions and the education system to enhance labor market conditions and address existing and future skill mismatches. It is recommended that active labor market policies be grounded in a detailed and systematic study of anticipated labor market developments.

판타지(fantasy) 아동문학 프로그램이 초등학생의 창의성과 비판적 사고력에 미치는 효과

As the volume of knowledge rapidly expands in the 21st century, traditional education focused on fragmented information is no longer sufficient to address complex societal problems. In response, creativity and critical thinking are emerging as essential competencies, necessitating new educational approaches. This study aimed to develop an instructional program utilizing fantasy children’s literature to enhance elementary students’ creative and critical thinking abilities and dispositions, and to examine its effectiveness. The program, consisting of 16 sessions, was implemented with fourth-grade students. The experimental group participated in the fantasy literature-based lessons, while the control group engaged in conventional reading activities. An independent samples t-test was conducted to compare the differences between the two groups, as the sample size met the requirements for parametric analysis. The results showed that the fantasy literature program had a significant positive effect on both creative and critical thinking, particularly in subdomains such as language fluency, flexibility, originality, and systematic reasoning. These findings suggest that fantasy literature can serve as an effective educational tool to foster higher-order thinking in elementary education. Therefore, the program is proposed as a valuable resource for use in extracurricular activities and as a complement to the regular curriculum.

Leitura e Literatura na infância: De uma arte humanizadora a um direito da criança

Using Cândido’s concept of Literature as a reference — as a humanizing art and an inalienable right of every human being — this article aims to highlight the role of Children’s Literature as a tool for freedom, just as essential to the child, and to consider literary reading as a free and pleasurable experience inherent to their personal and social — if not holistic or integral — development. By treating it as a right, alongside Education, the article discusses aspects of its aesthetic and formative value in fostering creative, critical, and reflective thinking in its potential readers, as well as in their understanding of the world, of themselves, and of Others. Based on a theoretical-critical overview of these concepts and the humanizing potential of Literature, the paper analyzes early childhood educators’ conceptions, aiming to discuss the limits and potential of reading and literary formation from an early age. It advocates for a structured approach and awareness among these professionals as mediators, responsible both for selecting texts based on quality criteria and for the purposes with which they present them.

THE EFFECT OF DIGITAL TECHNOLOGY INTEGRATION ON STUDENTS’ CREATIVE THINKING SKILLS: PISA EVIDENCE USING PROPENSITY SCORE MATCHING

Identifying elements that enhance student creativity is essential for effective educational design. The rapid adoption of digital educational technologies (DETs) has become a key factor in this process. This study aims to present causal evidence on the impact of teachers’ use of digital technology in education on the creative thinking of 15-year-old students in two countries, characterized by contrasting levels of digital technology integration in upper-secondary school. Propensity score analysis was applied to nationally representative PISA 2022 datasets of Singapore (n=6,606 students in 164 schools) and Morocco (n=6,867 students in 178 schools) to obtain causal estimates conditional on specified confounding factors. This causal inference method, which is infrequently employed in educational research, assesses interventions via observational data, considering temporal precedence, yielding less biased estimates by mitigating disparities between treatment and control groups. The findings showed that DET use at schools did not significantly influence students’ creative thinking in Singapore, and surprisingly, it significantly decreased Moroccan students’ creative thinking. Sensitivity analysis corroborated the robustness of the treatment effect estimates. The generalizability of the results is limited to the genuine educational contexts of the countries. The findings suggest that educational policymakers should be cautious about over-investment and over-reliance on digital technologies without carefully optimizing educational and curricular design for technology-enhanced creativity. Keywords: digital technology, creative thinking, propensity score matching, comparative analysis

Essential Basic Structural Components in the Educational Process of a Medical University

General Background: The evolving demands of global healthcare systems require medical education to shift from traditional theoretical instruction to innovative, competency-based learning. Specific Background: In Uzbekistan, this transformation is aligned with national reforms emphasizing the development of independently thinking medical professionals. Knowledge Gap: While creativity is acknowledged as vital in medical training, there remains a lack of comprehensive models explaining how integrative-creative thinking is systematically embedded within pedagogical structures, especially in post-Soviet contexts. Aims: This study aims to identify the essential structural components of integrative-creative pedagogy in Uzbekistan’s medical universities, using Bukhara State Medical Institute as a case. Results: The findings reveal a procedural model integrating motivational-personal engagement, intuitive insight, imaginative reasoning, and clinical improvisation, contributing to creative-professional identity formation. Novelty: The research proposes a contextualized framework where creativity is continuous, emerging from structured educational-cognitive practices, rather than episodic. Implications: These insights offer practical guidance for curriculum designers and educators aiming to foster adaptive, innovative clinicians, and inform global conversations on pedagogical transformation in medical education.Highlight : Identifies creative thinking as a structural necessity in medical training. Emphasizes the role of student-led inquiry and clinical simulations in fostering professional identity. Proposes a localized pedagogical model suitable for medical education reform in Uzbekistan. Keywords : Creative Thinking, Integrative Learning, Medical Education, Pedagogical Innovation, Clinical

Practices in Integrating Higher-Order Thinking Skills in English 7 Quarterly Assessment

Developing the higher-order thinking skills (HOTS) of learners has been a key focus of current educational goals, aiming to foster students’ abilities to analyze, evaluate, and create beyond memorization. Despite this, Filipino learners have scored low in national and international assessments that measure critical and creative thinking. Furthermore, teacher-made assessments have been found to focus primarily on lower-order cognitive skills. This study analyzed fifteen Grade 7 English quarterly assessments using Bloom’s two-dimensional taxonomy and explored the practices and challenges encountered by fifteen English teachers in integrating HOTS. The objective was to design a suitable capacity-building program. Using a qualitative case study design, the study collected data from fifteen quarterly assessments and conducted semi-structured interviews with the respective teachers. Content analysis was employed to categorize the assessment items based on Bloom’s taxonomy, with frequency and percentage used to quantify HOTS integration. Thematic analysis following Braun and Clarke’s approach was used to analyze interview data and identify patterns in teacher practices and challenges. Findings revealed that assessments were largely dominated by the remember cognitive domain and factual knowledge. However, HOTS items were also present in most assessments, most frequently under the analyze cognitive domain and procedural knowledge. Assessments relied heavily on traditional modes, particularly multiple-choice questions. Teachers reported various practices to integrate HOTS, such as using competency-based tools, aligning items with instruction, and structuring questions from simple to complex. Challenges included difficulty in constructing authentic HOTS items, students’ low reading and thinking levels, and limited time. The study concluded that some participants have knowledge of creating HOTS items; however, they were more inclined to use traditional modes of assessment. Moreover, despite the different practices employed by the participants to integrate HOTS, notable challenges were still encountered.

Modern Approaches to Teaching in Medical Universities

General Background: In modern medical education, traditional didactic methods are no longer sufficient to meet the dynamic demands of clinical practice. Specific Background: Uzbekistan’s medical universities are undergoing pedagogical reforms to emphasize creativity, integrative learning, and student-centered approaches. Knowledge Gap: Despite theoretical discourse on creative pedagogy, empirical frameworks integrating creativity into medical training in post-Soviet contexts remain underdeveloped. Aims: This study investigates how integrative-creative pedagogical methods influence the professional and cognitive development of medical students. Results: The findings reveal that integrating motivational, cognitive, and reflective components through clinical simulations and creative tasks enhances students’ independent thinking, problem-solving abilities, and professional identity. Novelty: The research codifies a model of integrative-creative pedagogy, highlighting student motivation, teacher improvisation, and reflective learning as essential components in fostering creative readiness. Implications: These insights contribute to educational reforms, suggesting that embedding creativity systematically into curricula cultivates more innovative, adaptable, and competent medical professionals ready to meet contemporary healthcare challenges.Highlight : Integrative-creative pedagogy boosts both professional and personal competencies in medical students. Motivation, reflection, and intuition are key components of creative readiness. The study proposes a model to systematically embed creativity into medical curricula. Keywords : Creative Thinking, Integrative Learning, Medical Education, Professional Readiness, Pedagogical

Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be.

Influence of artificial intelligence technologies on the development of logistics processes in the transport industry: expert assessment of risks and prospects of automation

The integration of modern digital technologies into logistics processes is one of the key areas for increasing the competitiveness of companies in the global market. Logistics service providers (PL providers) are actively implementing artificial intelligence technologies, which are used to optimize transport routes, manage logistics operations, improve security and increase the overall efficiency of the transport system. The use of artificial intelligence opens up broad prospects for logistics, allowing significant results to be achieved in the field of resource management and cost optimization. Modern fifth-level logistics operators (5PL) are successfully mastering AI-based technologies, which allows them to ensure sustainable revenue growth. Today, conditions are being formed for the emergence of sixth-level providers (6PL), a distinctive feature of which is the desire for complete automation of logistics processes and minimal participation of human labor. The purpose of this study is to analyze the impact of artificial intelligence on the development of the logistics industry and study the opportunities it provides for the further transformation of logistics companies in the context of digitalization. As part of the study, a questionnaire was developed, with the help of which a comprehensive analysis of the impact of AI technologies on various areas of logistics companies was carried out. The study pays special attention to comparing the capabilities of artificial intelligence with human resources not only in terms of professional expertise and analytical flexibility, but also taking into account such qualities as creative thinking, moral and ethical guidelines and the ability to make non-standard decisions. In addition, the study includes an analysis of the attitude of specialists to potential risks associated with the introduction of AI in the business processes of transport and logistics enterprises, which is an important aspect when assessing the consequences of digital transformation. The results of the study make a significant contribution to the development of scientific knowledge in the field of logistics, contributing to a deeper understanding of the prospects for using AI technologies in logistics chain management. The data obtained can serve as a basis for further scientific research, as well as for the development of new logistics models that meet the requirements of the modern digital economy. The practical significance of the study lies in the possibility of its application for risk analysis and assessment of the consequences of the introduction of artificial intelligence, which is especially important for companies seeking to increase the level of automation of logistics processes and reduce the share of human participation in management.

Pengaruh Perkembangan Teknologi terhadap Minat Baca Siswa UPT SPF SD INPRES Manggala

This study aims to determine the effect of technological developments on reading interest in students at UPT SPF SD Inpres Manggala. This research is an ex post facto study using a quantitative approach. This research took place at UPT SPF SD Inpres Manggala, Makassar City. The sample in this study were students in grade V, with a total sample of 37 students, while the sampling technique used simple random sampling. The data collection method for sampling used questionnaires and documentation, with data analysis using SPSS 21.0. The results of the descriptive statistical analysis with an average value of technology use of 3.459 with an interval value of 65-80 were in the very influential category. Meanwhile, students' reading interest is seen from the average value of the results of 3.378 with an interval value of 50-64 with a percentage of 51.4% in the high category. The results of the inferential analysis show a positive influence of the learning environment on creative thinking skills with a Sig value of 0.000 according to the specified criteria Sig (0.000) ≤ (0.05) so that H0 is rejected and H1 is accepted. Based on the results of the research that has been conducted, it can be concluded that technological developments have a very high influence on students' reading interest at the UPT SPF SD Inpres Manggala.

Ecological and personal model of the innovation environment preschool educational organizations: professional and pedagogical aspect

Introduction. In the modern information society, innovation is a strategic resource that largely determines the competitiveness of any organization, including preschool education. In this regard, it becomes important to search for effective management mechanisms for the competent introduction of innovations into preschool practice. One of these mechanisms is the creation of an innovative environment in a preschool educational organization that is favorable for generating new ideas, creating and introducing innovations into the pedagogical process that significantly increase its effectiveness. An analysis of the scientific literature shows that this problem has not been systematically considered, and therefore there are no scientifically sound approaches to its solution. This fact makes it relevant to determine the methodological guidelines for modeling the innovative environment of a preschool educational organization.Materials and methods. Interdisciplinary theoretical analysis of psychological, managerial, pedagogical, and economic literature on the problems of innovation, environment and environmental education, and innovation management; a method for modeling the innovative environment of a preschool educational organization.Results. In the context of the ecological and personal approach and based on the structural and functional model of the educational environment developed by V.A. Yasvin, a model of the innovative environment of a preschool educational organization has been created, including socio-psychological, spatial, subject and activity components. In this model, the innovation environment is defined as a qualitative characteristic of the professional and pedagogical environment, a source and factor of successful creative activity of the teacher and as a resource for the development of a personality type with creative thinking. It is shown that a significant feature of such an environment is the unity of opportunities and conditions for innovation.Discussion and conclusions. The developed ecological and personal model of the innovative environment of a pre-school educational organization, revealing its essential characteristics, such as the duality of nature, dynamism, manageability, system-structural and event-situational organization, a resource for professional and personal development of a teacher, deepens scientific understanding of this phenomenon of pedagogical reality.

Unraveling the creative mathematical thinking of primary school children: A qualitative exploration

This study investigates the creative mathematical thinking processes of 15 fourth-grade students with varying achievement levels in mathematics. Using qualitative methods such as interviews and document analysis, the study explores student responses during problem-posing and multiple-solution tasks. The findings reveal that higher-achieving students demonstrated a greater capacity for divergent thinking and generated more original ideas, while lower-achieving students relied primarily on convergent thinking, focusing on basic operations like addition and subtraction. Additionally, the study suggests that language skills and reading comprehension weaknesses may hinder lower-achieving students’ performance in mathematical problem-posing and exploration. This research contributes to the growing body of literature on creative mathematical thinking by examining this important skill in younger students, an age group that has been relatively understudied in this context.

Integrating Generative Artificial Intelligence and Human Design: The Impact of Automation Level on Human Creative Experience and Efficiency

Generative artificial intelligence (GAI) has emerged as an indispensable tool across various design disciplines, increasingly integrated into different stages of the design process. However, research on the effectiveness of human-AI collaboration in design remains limited, and the role of AI in the creative process is still underexplored. This study presents a single-factor between-subjects experiment involving 79 participants to evaluate the impact of varying degrees of automation in generative design tools on user experience and design efficiency. The independent variable is the degree of automation of the GAI tool, categorized into three levels: low, moderate, and high. The dependent variables include time, creative experience, and creative quality. Creative experience encompasses task load, perception, and creativity support, while creative quality pertains to aesthetic and usability outcomes. The results indicate that increasing the level of automation significantly reduces design time. Moderate levels of automation are most effective in lowering task load and balancing human-machine collaboration, whereas extreme levels of automation may be counterproductive. Although highly automated GAI can rapidly enhance visual aesthetics, its impact on stimulating designers’ creativity and critical thinking is limited. This research contributes to evaluating the effectiveness of human interaction with AI in the design process and offers insights for optimizing the application of AI in design.

Comics in The Classroom : A Study On Improving Students' Creative Reading Literacy in Indonesian Language Learning

This research aims to develop comic-based learning media to improve students' creative thinking skills in Indonesian language subjects in junior high school. This study employed the research and development method with the ADDIE model (analysis, design, development, implementation, and evaluation). The instruments included observation questionnaires, interviews, and feasibility and effectiveness assessments. Data analysis techniques used were descriptive qualitative and quantitative. The study's results are as follows: (1) Initial observations highlighted the need for developing learning media in class VII SMP/MTs, which served as the basis for product development; (2) The design stage involved creating learning media components ready for development; (3) The development stage produced comic-based learning media tested by several experts and students, along with an effectiveness test; (4) Material expert tests scored 3.80, media expert tests scored 4.00, indicating good quality. Student feasibility tests calculated using the AIKEN V formula scored 0.95 to 1, categorized as very good. An experimental test was conducted on 20 students in control and experimental classes. The independent sample test analysis yielded a p-value of 0.154, indicating that the p-value > 0.05, thus H0 was accepted. Therefore, the comic products developed are effective in improving students' creative thinking skills. This research is expected to provide references for learning media that enhance creative literacy, leading to students' creative thinking skills, an essential competency in the 21st century.

NANOFIBER MEMBRANES FOR RENEWABLE ENERGY: A STEM APPROACH TO CREATIVE THINKING IN EDUCATION

The development of renewable energy technology is increasing rapidly, one of which is the nanofiber membrane, which has the potential to be an innovative material for various applications, including renewable energy. Its utilization in learning, especially STEM-based approach, to improve students' understanding of renewable energy and its applications, is still limited. This study contributes by introducing a novel approach that integrates nanofiber membranes into STEM-based approach in current educational practices. This study aimed to describe and evaluate the effectiveness of STEM-based approach that integrates a nanofiber membrane to improve students' creative thinking skills on the topic of renewable energy. A quasi-experimental design with pre-test and post-test design was employed, involving 120 tenth-grade high school students. The findings indicated that implementing nanofiber membrane within STEM-based learning improved students' creative thinking skills compared to traditional teaching methods. In the experimental group, no students achieved medium-level n-gain, while 45.45% attained high-level n-gain. Conversely, in the control group, 13.64% of students had low-level n-gain, 86.36% reached medium-level, and none achieved high-level n-gain. This research highlights the importance of linking current technologies, such as nanofiber membranes, with classroom learning to enhance students' understanding of renewable energy and to prepare them for future sustainable development challenges. Keywords: creative thinking skills, experimental research, nanofiber membrane, science and technology education for sustainable development, STEM approach