The extent to which motor creativity relates to overall creativity still remains unclear, especially in adults without prior experience in dance. This study explored the associations between motor dance creativity, figural creativity, and self-reported measures of creative dispositions in 71 middle-aged adults (agemean=52.8±5.4; 65 females and 16 males). Participants completed validated questionnaires on creative self-efficacy, emotional creativity, ideational behaviour, and lifetime creative actions, alongside two performance-based tests: a motor improvisation dance task and the Test of Creative Thinking - Drawing Production. Correlation and regression analyses were used to identify potential relationships among these measures, complemented by an exploratory factor analysis to examine their latent structure. Results revealed that motor dance creativity was significantly associated with figural creativity and creative self-efficacy, but not with other self-reports. Regression models showed that creative self-efficacy was the only significant predictor of motor dance creativity, while lifetime creative actions best predicted figural creativity. The factor analysis supported a two-factor structure, differentiating performance-based measures from self-report measures, with limited overlap. These findings offer exploratory evidence that motor dance creativity is only modestly connected to other creative behaviours, supporting its domain-specific and embodied nature. The study adds to the debate on the generality versus specificity of creativity and underscores the importance of embodied, context-dependent approaches for understanding creative behaviour.

Corrigendum to ‘Subjective perception matters: The impact of contact with nature on creative thinking in tourism versus everyday contexts’ [Tourism Management 113 (2026) 105334

Subjective perception matters: The impact of contact with nature on creative thinking in tourism versus everyday contexts

Student creativity is one of the essential competencies that must be developed in 21st-century learning to foster learners who are innovative, adaptive, and capable of solving problems contextually. However, various studies indicate that learning processes in schools remain predominantly teacher-centered and provide limited opportunities for students to optimally develop creative thinking skills. This study aims to analyze effective learning strategies for enhancing student creativity across different educational levels through a library research approach. The review was conducted through stages of planning, data collection, and analysis by examining 20 scholarly articles published between 2020 and 2025 and obtained from academic databases such as Google Scholar, Garuda, and SINTA-indexed journals. The findings reveal that innovative learning strategies, particularly Project Based Learning (PjBL), consistently improve student creativity, as reflected in increased ability to generate diverse ideas, think flexibly, and produce original and meaningful work. In addition to PjBL, STEM/STEAM approaches, technology-based learning, differentiated instruction, and the integration of local wisdom have also been shown to contribute positively to the development of student creativity. Nevertheless, the implementation of these strategies faces challenges, including limited time, inadequate facilities, teacher readiness, and varying levels of student participation. Therefore, this study recommends strengthening teacher competencies through continuous professional development, integrating educational technology, and developing evaluation systems that emphasize creative thinking processes. The results of this review are expected to serve as a reference for educators in designing innovative learning practices that are responsive to the demands of 21st-century education.

ABSTRACT Creative thinking is a primary driver of innovation in science, technology, engineering, and math (STEM), allowing students and practitioners to generate novel hypotheses, flexibly connect information from diverse sources, and solve ill-defined problems. To foster creativity in STEM education, there is a crucial need for assessment tools for measuring STEM creativity that educators and researchers can apply to test how different teaching approaches impact scientific creativity in undergraduate education. In this work, we introduce the Scientific Creative Thinking Test (SCTT). The SCTT includes three subtests that assess cognitive skills important for STEM creativity: generating hypotheses, research questions, and experimental designs. In five studies with young adults, we demonstrate the reliability and validity of the SCTT – including test-retest reliability and convergent validity with measures of creativity and academic achievement – as well as measurement invariance across race/ethnicity and gender. In addition, we present a method for automatically scoring SCTT responses, training the large language model Llama 2 to produce originality scores that closely align with human ratings – demonstrating STEM-specific, automated creativity assessment for the first time. The full SCTT, along with the code to automatically score it, are available on a repository in the Open Science Framework.

ABSTRACT Programming education is essential but remains challenging in secondary school contexts under traditional instructional approaches, which often struggle with the high cognitive load, debugging difficulties, and lack of personalised feedback. To address these, this study designed a GAI-supported programming teaching model for secondary school programming instruction, structured into four phases: introduction, knowledge presentation, coding practice, summary and reflection. Meanwhile, this model delineates the specific responsibilities of students, teachers, and GAI at every phase. To evaluate the effectiveness of this model, a quasi-experimental study was conducted in a high school in East China, involving 100 first-year students in a three-week Python course, where the experimental group adopted the GAI-supported programming teaching model (n = 52), and the control group followed the traditional programming teaching model (n = 48). Results showed that the experimental group achieved significantly higher programming performance, learning satisfaction, and programming self-efficacy, as well as improvements in computational thinking, particularly in algorithmic thinking and problem-solving. However, no significant improvement was found in creativity and critical thinking. The findings highlight the effectiveness of integrating GAI into secondary-level programming teaching and offer practical insights for educators to design GAI-enhanced learning environments that support personal ability development.

Several studies worldwide in the field of language acquisition have examined the importance of using children’s literature across the primary curriculum. However, in Nepal’s public primary schools, this is a very rare practice. This study, therefore, aims to investigate the effects of story reading aloud to children and of story-based activities in a primary-level classroom, and to determine whether this approach is relevant in our local context. A review of selected literature discusses the impact of literature across the curriculum on children’s overall development. The rationale for using different reading-based activities and the specific selection of stories is presented. The methodology section describes the details of how the reading intervention was carried out, including the specific context. Data were gathered from multiple sources, including children’s writing samples and response journals written by the children, their class teacher, and me as a researcher. Findings revealed the possibilities of scaffolding children’s creative thinking, creative writing, and their learning of subject content. Children were motivated to read, and my regular conversations with them enabled me to scaffold their English learning in a very low-resourced classroom.

Abstract Creative academic thinking and research are inconceivable without academic freedom. This applies to all academic disciplines, including psychology. A concrete example that illustrates this fundamental idea is the history of academic psychology in Hungary. Apart from a few brief exceptions, Hungary was ruled by more or less autocratic or dictatorial regimes throughout the twentieth century. Their political orientation changed repeatedly—and with it the criteria according to which academic freedom in general was restricted and the course of psychological research in particular was dictated. The paper traces the key fractures in these developments through concrete biographies and through institutional as well as thematic shifts. It shows that political conditions function like sorting machines that determine who can conduct what kind of research and who is pushed to the margins of the discipline or even silenced.

This study aims to determine the application of a mind-mapping Project-Based Learning (PjBL) model to the human digestive system in improving creative thinking skills and creativity in eighth-grade students at SMP Dakwah Pekanbaru. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects consisted of eighth-grade students at SMP Dakwah Pekanbaru. The research instruments included a creative thinking skills test, a product creativity assessment sheet, and learning documentation. Data were analyzed using descriptive statistics, the N-gain test, the Wilcoxon test, and the Spearman correlation test. The results showed an increase in students' creative thinking skills after implementing the mind-mapping-based PjBL model, as indicated by an increase in the average posttest score compared to the pretest and a low to moderate N-gain score. Furthermore, students' product creativity was in the good category and had a significant relationship with their creative thinking skills. Thus, implementing the mind-mapping-based PjBL model is effective in improving students' creative thinking skills and creativity in the human digestive system.

ABSTRACT Background The rise of generative artificial intelligence (AI) in educational research has prompted growing interest in how such tools might support collaborative knowledge construction and creative thinking. While most studies focus on individual‐AI interaction, less is known about group‐level cognitive and interactional processes when AI is integrated into shared problem‐solving settings. Objectives This study investigates how group collaboration with AI supports creativity‐relevant processes in collaborative learning contexts and explores the psychological mechanisms that mediate this effect. Methods Using a within‐subject experimental design, 96 university students engaged in a scientific divergent application task under three collaboration modes: group‐AI collaboration, individual‐AI collaboration and human‐only group collaboration. The study adopted a mixed‐method approach, combining behavioural coding of perspective‐taking and AI utilisation strategies with statistical modelling to examine mediation effects. Tasks were designed to simulate open‐ended learning scenarios that emphasise ideation, problem‐solving and conceptual integration—core components of collaborative learning. Results and Conclusions Group‐AI collaboration led to the most creative outputs in terms of usefulness, originality and quality. This effect was mediated by two key mechanisms: strategic use of AI as a generative and exploratory resource and selective, high‐quality integration of both peer and AI‐generated ideas. While these findings stem from a controlled setting, they offer initial evidence that AI‐supported group work may enrich collaborative ideation processes and hold promise for future instructional design and group‐based learning practices.

College English teachers' metacognitive awareness and creative teaching: mediation by teaching reflection and moderation by creative thinking.

This article documents the process in which undergraduate students in the Faculty of Health Sciences at McMaster University applied Design-Based Research (DBR) to develop Game-Based Learning (GBL) tools for anatomy education. It describes the student developers' approaches in applying DBR to design game-based learning tools for complex anatomy content, with the goal of addressing medical students' needs for visual, engaging, and interactive learning tools. The DBR framework, characterized by five stages (empathize, define, ideate, prototype, and test), was found to be instrumental for student developers to use in creating learner-centered tools, with each stage contributing uniquely to the design process. In addition, DBR encouraged experimentation, creative thinking, and problem-based learning, aligning with the dynamic and exploratory nature of innovation in anatomical education. This project led to the development of four anatomy games situated in the context of renal and gastrointestinal vascular anatomy: ORGAN-IZE, Renal Race, Pathology at Play, and Body Building. The documentation of each stage of the development process of these games, as presented in this article, offers a practical resource for educators interested in adopting DBR as a framework for student-led educational game design.

The integration of multimodal instructional tasks is a significant component of modern higher education, particularly for developing professional competencies and creative cognition. This study examines the development and validation of an infomercial-based training guide designed to enhance creative thinking and English language proficiency. Utilizing a mixed-methods research design, the study analyzed preliminary survey responses from 180 students across diverse academic programs, including Nursing and Criminology, at a university in Cagayan de Oro. The research is structured using the Input-Process-Output (IPO) framework as its primary theoretical lens. Initial findings reveal a significant "professionalization gap," where high social media usage does not correlate with technical self-efficacy for academic advocacy. The study concludes that a structured instructional intervention is necessary to bridge the gap between recreational digital habits and professional communicative excellence, providing a validated roadmap for the ongoing extraction of student multimedia artifacts.

Background: Creative thinking plays a central role in mathematics learning, especially in geometry, where students are required to explore various solution strategies and explain their reasoning clearly. Nevertheless, many elementary students still encounter difficulties in expressing and developing their mathematical ideas when solving problems. Aims: This study aims to provide a descriptive account of fifth-grade students’ creative thinking skills in solving perimeter problems of plane figures, viewed through the indicators of fluency, flexibility, originality, and elaboration. Method: The research employed a descriptive quantitative design involving 24 fifth-grade students. Data were gathered through an open-ended test constructed to reflect the four indicators of creative thinking. Students’ responses were scored using an assessment rubric, and the results were examined through descriptive statistical analysis, including the mean, score range, and standard deviation. Results: Students’ scores ranged from 21 to 84, with a mean of 54.2 (SD = 15.6), indicating that overall creative thinking performance was relatively low. Only 29.2% of students reached the predetermined mastery criterion. Among the four indicators, originality emerged as the strongest aspect, whereas elaboration showed the lowest achievement, revealing students’ challenges in expanding and detailing their ideas Conclusion: The findings suggest that students’ creative thinking skills in perimeter problem solving require further development, particularly in elaborating mathematical reasoning. Strengthening open-ended and reasoning-oriented instructional practices may help enhance creative engagement in geometry learning.

Auxiliary line construction has been identified as a crucial approach to fostering mathematical creative thinking. However, existing studies have only focused on the correlations between auxiliary line construction tasks and mathematical creative thinking, without investigating whether engaging in auxiliary line construction can improve mathematical creativity. As a well-established research paradigm, cognitive priming can elicit changes in thinking within a short period. Based on this idea, the present study adopted the cognitive priming paradigm combined with functional near-infrared spectroscopy (fNIRS) technology, and randomly assigned 42 Chinese college students to an auxiliary line group or a control group. The students’ brain activity was monitored in real time during the priming phase (the auxiliary line group completed geometric problems requiring auxiliary line construction, while the control group finished proof problems with pre-set auxiliary lines) and the post-test phase (both groups completed a mathematical creative thinking test). The behavioral results showed that the auxiliary line group achieved significantly higher scores in fluency and originality of mathematical creative thinking than the control group in the post-test phase. The fNIRS data revealed that during the priming phase, the auxiliary line group exhibited stronger activation of the right superior frontal gyrus and higher variability in dynamic functional connectivity; meanwhile, in the post-test phase, the right superior frontal gyrus and right middle frontal gyrus maintained robust neural activation, and brain functional connectivity exhibited a lower clustering coefficient and attenuated small-world network properties. This study confirms that short-term engagement in auxiliary line construction exerts a priming effect on the fluency and originality of mathematical creative thinking, which may be associated with the enhanced activation of specific brain regions and the dynamic adjustment of brain functional connectivity. These findings provide theoretical and empirical evidence for the cultivation of mathematical creative thinking.

This study aims to determine the effect of implementing a Project Based Learning (PjBL) based learning module on students' creative thinking abilities in solid geometry material through the creation of a Batak Toba traditional building miniature in junior high school. This study uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample consisted of two classes, namely the experimental class that received treatment using the PjBL-based module and the control class that used conventional learning. Data collection techniques were conducted through pretests and posttests using mathematical creative thinking ability test instruments referring to indicators of fluency, flexibility, originality, and elaboration. Data were analysed through normality tests, homogeneity tests, and Independent Sample t-Test. The results show that the data are normally distributed and homogeneous. The hypothesis test obtained a significance value of 0.000 (< 0.05), indicating a significant difference between the creative thinking abilities of students in the experimental and control classes. Thus, the implementation of the PjBL-based learning module through a Batak Toba traditional building miniature project has proven effective in enhancing the mathematical creative thinking abilities of junior high school students

The low level of students’ creative thinking skills in Islamic Religious Education and Character Education (PAI BP), which is still dominated by conventional teaching methods, indicates the need for innovative learning models that are more oriented toward creativity development. This study aimed to analyze the effect of a poster-based Project Based Learning (PjBL) model on improving students’ creative thinking skills in PAI BP. A quantitative approach was employed with a one-group pretest–posttest design, involving 26 Grade VIII students of UPT SMPN 3 Batipuh as the sample, determined using a saturated sampling technique. Data were collected using a creative thinking test instrument that had been empirically validated and shown to be reliable (Cronbach’s alpha = 0.892), and were analyzed using a paired samples t-test. The results showed a significant increase in creative thinking skills, as indicated by the rise in the mean score from 62.42 in the pretest to 89.62 in the posttest, with a difference of 27.20 points, and a test statistic (t_hit = −12.467; sig. = 0.000) confirming the acceptance of the alternative hypothesis. These findings indicate that the poster-based PjBL model is effective in enhancing students’ creative thinking skills in PAI BP. The implications of this study suggest that this model can serve as an innovative learning alternative that not only develops cognitive aspects and creativity but also strengthens students’ collaboration, communication, and visual skills, making it highly relevant for adoption in 21st-century competence-oriented instructional practices.

This study investigates the level of creative thinking, critical thinking, and problem-solving skills of Generation Z learners in Mathematics, focusing on 77 Grade 10 students from five public schools in the district of Tangalan, Aklan, Philippines. Using a quantitative correlational research design, the study employed cluster sampling to select one section per school, and G*Power was used to determine the appropriate sample size. Three test instruments were utilized to assess the levels of creative thinking, critical thinking, and problem-solving skills. The Mathematical Creative Thinking Test included four items: Items 1 and 2 were adopted from Paniagua (2022), Item 3 was based on Ariawan et al. (2024), and Item 4 from Fauzi et al. (2019). Descriptive statistics such as mean, standard deviation, and frequency were used to analyze students’ performance levels. Pearson’s r and multiple regression analyses were employed to explore relationships and predictive effects. The findings revealed that most learners demonstrated moderate creative thinking and problem-solving skills, while critical thinking was predominantly at Level 1 (Beginning). Correlation and regression analyses indicated no significant relationships or predictive effects among the three variables. These findings suggest that creative thinking, critical thinking, and problem-solving are distinct cognitive skills that must be developed independently. While this study confirms that Gen Z learners exhibit varying proficiency levels in these skills, its broader implication lies in understanding how these abilities develop independently rather than in a sequential or interdependent manner.

Patters of creative thinking in preadolescents with dyslexia: School level differences in the figural creative advantage.

Green creative Thinking, China's financial democracy, and the road to a low-carbon world economy