Creative Skills Research Articles

The perceptions of key stakeholders on the adequacy and relevancy of the employability skills stated in the vocational education and training curriculum for the tour guide occupation in Tanzania

ABSTRACT This study assessed the perceptions of key stakeholders on the adequacy and relevancy of the employability skills stated in the VET curriculum for the tour guide occupation in the labour market. The study employed a qualitative approach and a descriptive case-study design. It involved 41 participants, including one Director of Vocational Education and Training, four principals, four Vocational Education and Training Authority (VETA) curriculum development specialists, four registrars from VET centres, 14 VET tour guide graduates, and 14 employers. Data were collected through interviews and documentary review and then analysed thematically. The findings showed that employability skills such as collaboration, critical thinking, creativity, designing, entrepreneurship, and communication skills are inadequately covered in the curriculum. Meanwhile, the findings showed that employability skills such as designing, creativity, quality assurance, communication, effectiveness, teamwork, entrepreneurship, problem-solving, and critical thinking were perceived as relevant to the labour market needs. The study recommends that the Directorate of Vocational Education and Training in collaboration with the VET centres should review the curriculum to make sure that it adequately covers the skills needed in the labour market.

Meningkatkan Kecerdasan Visual Spasial Pada Anak Usia Dini Melalui Permainan Building Blocks

This study aims to enhance the visual-spatial intelligence of early childhood through building block play. Visual-spatial intelligence refers to the ability to understand, process, and think visually, including recognizing shapes, sizes, colors, and the capability to create and comprehend visual information in two or three dimensions. The research method employed is a literature review, analyzing relevant books and journal articles. The findings indicate that building block play stimulates children’s creativity, imagination, and logical thinking skills. This activity allows children to learn essential concepts such as shapes, sizes, patterns, and directions, significantly supporting the development of their visual-spatial abilities. Additionally, the play enhances children’s social, emotional, and collaborative skills through group interactions. Using a systematic approach involving stages such as introduction, observation, construction, creative challenges, and evaluation, building block play proves to be an enjoyable and effective educational tool for early childhood. This study recommends that educators and parents integrate building block play into daily learning activities as an effective means to support the development of visual-spatial intelligence, creativity, and critical thinking skills in young children. Appropriate support from the surrounding environment will maximize children’s learning potential, enabling them to grow and develop optimally.

Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL

This study explores the integration of gamification and multimodal learning within a Project-Based Learning (PBL) framework to enhance higher-order thinking skills (HOTs) in writing instruction. HOTs—encompassing critical thinking, creativity, and problem-solving—are vital for equipping students to navigate academic and real-world complexities. Employing a mixed-methods approach, the study collected quantitative data through surveys assessing engagement, motivation, and writing proficiency, while qualitative data from focus groups and reflective journals provided deeper insights into student experiences. By incorporating real-world projects, gamified elements (e.g., challenges, rewards), and multimodal resources (visual, auditory, and kinesthetic tools), the intervention created an engaging and inclusive learning environment. Results revealed significant increases in engagement (90%), motivation (87%), and writing proficiency (22%), as well as marked development in critical thinking, creativity, and collaboration skills. This study highlights the effectiveness of combining PBL with gamification and multimodal strategies to empower students in writing tasks through diverse forms of expression. The findings offer actionable insights for designing inclusive writing curricula and underscore the need for further research on the scalability and adaptability of this approach in diverse educational settings.

Liminality and the metaverse: An analysis of mytho-liminal and mystic-liminal games and their impact on player identity

<p>The article explores the impact of liminality in immersive games on players’ identity from two perspectives: overcoming liminal phases associated with the initiation of a character in games with a narrative-plot architecture that reflects the universal stages of the hero’s “journey”; and overcoming liminality in survival horror games, where players use the virtual world to experiment with their psyche. It introduces and substantiates the terms of mytho-liminal and mystical-liminal games, assessing their positive and negative effects based on data from semi-structured interviews with student groups, totaling 120 informants. After processing the interview data and deriving quantitative indicators, the findings were refined and justified through the lens of research on liminal states, game psychology, and psychological studies on out-of-body experiences in virtual reality. It has been found that the positive effects of mystical-liminal games include the experience of emotions unattainable in the real world, development of coping potentials, working through unconscious conflicts and psychological traumas, and strengthening the moral imperative with a clear distinction between good and evil. The negative impact of mystical liminality manifests in feelings of fear, tension, and discomfort during gameplay, feelings of helplessness and frustration in cutscenes, and cognitive stress due to disidentification with the projective identity when the player’s “positive” avatar is transformed into an immoral character. The positive effects of mytho-liminal games include: enhancement of the sense of subjectivity, awareness of an ideal to emulate, strengthening of the value component of personality, development of creativity and problem-solving skills, unleashing positive potential of latent, unrealized possibilities, development of communication skills, and liberation from social conventions. Negative effects include self-dissociation and depersonalization in both psychological and physical terms, realization of latent destructive needs and deviant behavior, and the substitution of real initiation–finding one’s “self”–with pseudo-initiation through gameplay. This research provides insights into the intersection of liminal and virtual realities, shedding light on the psychological dimension of liminality in video games and enhancing the overall understanding of the liminality role in the virtual context.<strong></strong></p>

Higher education students' perceptions of ChatGPT: A global study of early reactions.

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students' perceptions across different socio-demographic and geographic factors, with key factors influencing students' use of ChatGPT also being identified. Higher education institutions' managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

Penerapan Pembelajaran Tari Kreasi untuk Siswa SD dalam Mengembangkan Kreativitas Mahasiswa Jurusan Pendidikan Seni Pertunjukan STKIP Muhammadiyah OKU Timur

Students majoring in Performing Arts Education Concentration in Dance as a prospective art teacher must have competencies that support all fields, including the creation of dance at the level of early childhood. Art competencies for students given theoretical and practical experience can be given at the Education Dance Course. The aim of the course is to improve the competence of students in terms of knowledge and understanding in the field of dance, problem solving skills, critical and democratic thinking, respect for art and cultural diversity and the enjoyment of art, creativity and appreciation in dance, and cooperation in group, and able to create dance for early childhood. In their lectures, students are required to be able to express, be creative and create art. One of the students' creative skills is creating dances for children which will later be applied to children. This is given as a provision for aesthetic experiences for students and children of course, because at the end of the lecture students will make a dance performance involving children in early childhood or kindergarten.

Heterogeneity and creative expression: A creative writing artistic approach to focus on emotions surrounding disabilities

Does heterogeneity matter in creative expression? If so, what impact do creators and disability have on the development of emotive art? Art, of any medium, has the ability to transcend barriers, and therefore it was decided to establish a method to test the skills of gathered creative individuals, to look “beyond convention and prejudice” (Kanari & Souliotou, 2023, p. 294). This paper focuses on collaborative inquiry with members from the Critical Creative Reading and Writing Collective (CCRWC) who have produced and authored the work contained in this paper. Heterogeneity in creativity is significant when investigating the connection between the art, the artist, and the audience. Through methods of applying limitations to our creativity, we produced new pieces of art which demonstrated how limitations can alter the self-perspective of our own creative skills, which was made available through creative inquiry. The outcomes were shared, and positive feedback was sought regarding the differences between the pieces, as interpretation by others can provide new insights for future creativity. Our paper creates a narrative for heterogeneity in the creative space and the importance of continued inquiry when focusing on disabilities.

The Influence of Wordwall Game Media on Students' Creativity and Conceptual Understanding in Elementary Schools

Creativity and conceptual understanding are the main components in supporting more meaningful learning, because students are not only required to memorize information, but also to use it creatively in real life situations. This study aims to describe the effect of Wordwall Game Media on creativity and conceptual understanding of elementary school students. This type of research is a quasi-experimental study. The data collection technique is a creativity test and conceptual understanding. The results of the study show that the use of Wordwall Game Media has a significant influence on increasing creativity and conceptual understanding of elementary school students, value of creativity is 0.115 and the sig. value of conceptual understanding is 0.773. The use of this media has been proven to improve students' creative thinking skills, including fluency, flexibility, and elaboration of ideas, as well as deepening their conceptual understanding through more interesting and applicable interactions. Several recommendations can be suggested so that teachers and education practitioners consider the use of Wordwall Game Media as a learning aid to improve students' creativity and conceptual understanding. Further research can be conducted to explore the effectiveness of this media in various subjects and levels of education.

Development of Physics E-Module Integrated with STEM Approach to Promote Students' Critical and Creative Thinking Skills

Twenty first century learning requires students to have critical thinking skills, creative thinking, communication, and collaboration. The learning outcomes show that students' independence is very lacking and students' critical and creative thinking skills are low. This development aims to produce a product in the form of an e-module physics class XI senior high school integrated with the STEM approach with critical and creative thinking skills as a solution to this problem. The purpose of this study was to determine the initial studies, the validity, and practicality of using STEM-integrated e-modules. The development model used is the ADDIE development model. The data analysis technique used is descriptive statistics. Based on the data that has been analyzed there are three research results. First, at the analysis stage, an analysis of learning activities is carried out, student needs analysis, and educator interviews. Second, the validation result is 0.82 with a valid category. Third, the result of practicality by students is 79.5 and the result of practicality by educators is 87.5 with practical and very practical categories. The results of this study imply that students become more active and creative because of STEM activities. The results of the study concluded that the STEM approach integrated physics e-module is valid and practical for use in learning.

Skills and AI literacy of engineering students

This study investigates the self-assessed digital skills and AI literacy of 412 engineering students in Hanoi City using surveys and interviews. The aim is to assess students’ confidence in their digital skills and AI literacy within the university environment. Survey results, analyzed through descriptive statistics and regression, reveal that students self-assess as confident in information and communication skills but less so in content creation skills. Although they have a good understanding of AI, their ability to apply AI in practice is limited. Correlation and regression analysis indicate a significant relationship between digital skills and AI literacy, with content creation skills and digital empathy skills having the most influence on AI literacy. Data from in-depth interviews with 12 students provide detailed insights into individual perspectives and experiences, further clarifying the current state of digital skills and AI literacy among students. The study emphasizes the importance of developing digital skills and AI literacy in the modern educational environment.

Improving Environmental Literacy and Creative Thinking Skills Through Earth and Space Science Integrated Eco-Pedagogy (ESS-EcoP) Module

Eco-pedagogy is an educational approach that places emphasis on the relationship between humans and the natural world, and encourages the undertaking of practical actions for the benefit of environmental sustainability. The objective of this study is to enhance students' environmental literacy and creative thinking abilities through the Earth and Space Science (ESS) integrated eco-pedagogy (EcoP) modules. This research is development research (R & D) using 4-D model by Thiagarajan. The research subjects were 22 prospective physics teacher students. Data on environmental literacy and creative thinking skills were collected through pre-test and post-test by using the environmental literacy test and creative thinking skills questionnaire. The results demonstrated that the implementation of the validated ESS-EcoP module integrated with eco-pedagogy can markedly enhance 65.05% students' environmental literacy and 55.49% students’ creative thinking skills. This research is anticipated to contribute to the advancement of innovative learning models that can augment students' awareness and concern for the environment.

Validity, Practicality E-Module Global Warming, Guided Inquiry to Improve Students' Creative Thinking Skills

The purpose of this study was to produce a physics e-module on global warming mitigation material based on guided inquiry with valid and practical categories. The type of research used is Research and Development development research. The research model used is the Van Den Akker development model. This model consists of four stages, namely preliminary research, prototyping stage, summative evaluation and reflection and documentation. The data used in this study are needs analysis data, validation and practicality. The instruments used are preliminary questionnaires, validation sheets, and practicality sheets. Data analysis techniques for needs analysis and practicality tests use descriptive analysis, analysis of validity using the Aiken's V formula. The results of this study are that the physics e-module on global warming mitigation material based on guided inquiry is in the valid category and the practicality level of the e-module is in the very practical category by teachers and students.

The use of innovative project-based learning to elevate pre-service teachers’ critical and creative thinking skills

This study aims to develop an innovative project-based learning (PBL) that fits the purpose of fostering critical and creative thinking skills (CCTS). The innovations were made to the PBL’s syntax and referred to as RAHMA which stood for (1) Recognize the problem. (2) Analyze the problem. (3) Handle a project. (4) Monitor the progress. (5) Assess the result. Attempts were made to make the model valid and practical, capable of improving pre-service biology teachers’ (PSBTs’) CCTS and fitting the purpose of a pedagogical course. This study used Plomp’s research and development model which consisted of three stages: preliminary research, prototyping phase, and assessment phase. The results indicated that the PBL with RAHMA syntax was highly valid and practical. Furthermore, the instruments used to measure the CCTS were also highly valid. In conclusion, PBL with RAHMA syntax and its supporting tools are valid to enhance PSBTs’ CCTS. The implication highlights the necessity of using this learning model in the pedagogical courses that focus on designing products in teamwork.

Dampak Teknologi dalam Pembentukan Karakter Gen Alpha

This study aims to examine the impact of digital technology on character development among Generation Alpha, focusing on both positive and negative aspects in Bawodesolo Village. A qualitative descriptive approach is employed to analyze in-depth how digital technology influences this generation’s character formation. Data were gathered through interviews and observations involving 10 children actively using digital devices in their daily lives. The results reveal that digital technology offers positive impacts, such as enhancing digital literacy, creativity, and independent learning skills. However, adverse effects are also evident, including digital addiction, diminished social interaction, and exposure to inappropriate content. These findings suggest a complex influence where technology both facilitates and impedes social and emotional growth. Thus, the role of parents and educators is crucial in managing technology use to foster positive character development in Generation Alpha. Appropriate supervision and content selection are recommended to maximize benefits while minimizing potential harms.

Pembelajaran Diferensiasi Berbasis Proyek Untuk Pengembangan Keterampilan Menulis Cerita Pendek

This study aims to develop and implement a project-based learning (PjBL) model and differentiation in the context of short story writing at the Junior High School level. This learning model is designed to improve students’ writing skills, hone creativity, imagination, and critical and analytical thinking skills. The differentiation approach allows learning to be tailored to students’ individual interests and abilities, ensuring active participation and higher engagement. The research methods used include literature study, classroom observation, and qualitative and quantitative data analysis. The results showed that students involved in this learning model experienced asignificant improvement in the ability to write short stories. Writing projects not only help students understand narrative structure, language use, and literary techniques, but also encourage them to think critically and analytically through a process of revision and evaluation. In addition, the differentiation approach has proven effective in accommodating different student learning styles, so that each student can achieve optimal learning outcomes. Thus, this model has the potential to be applied more broadly in the educational curriculum to produce a creative, critical, and independent generation.

Development of metrorythmic skills of beginner students in the process of learning percussion instruments

The article aims at highlighting the theoretical and methodical aspects of developing metrorhythmic abilities of beginner students in the process of learning to play percussion instruments. The research methodology chosen for this aim included theoretical (analysis, synthesis, abstraction and generalization) and empirical (pedagogical observation) methods. The essence of key concepts, including “abilities”, “musical abilities” and “metrorhythmic abilities” have been considered. Metrorhythmic ability is defined as the basic unity of musical performance, providing the ability to perceive, interpret, and perform musical works with precision, expressiveness, and technical skills. It was revealed that metrorhythmic abilities are formed in ontogenesis gradually, from basic to more complex elements: from feeling the tempo to operating complex rhythmic patterns. Special attention is paid to the role of rhythm in performance on percussion instruments, where it acts as a formative element of musical material, regulating its movement in time. Methodical approaches aimed at the development of metrorhythmic abilities of beginner students are considered, in particular, practical, reproductive, visual-auditory and problem-based methods. A significant role in the educational process is given to improvisation, which contributes to the development of rhythmic sensitivity, technical skills, creative thinking and the ability to integrate individual interpretations into performance. The essence of creative tasks aimed at the development of emotional response, associative thinking and an independent approach to working with musical works is revealed. It is emphasized that the active musical activity of students, which includes performing rhythmic exercises, analyzing works of various genres and styles, using improvisation and interpretive approaches, is the basis of effective learning. Such methods allow students to develop technical, creative and analytical skills that ensure the success of musical performance on percussion instruments.

Developing a Multi-Representation-Based Physics Mobile Learning to Enhance Critical Thinking and Creative Problem-Solving Skills: A Storyboard

This investigation aims to develop an M-Learning-based learning design for high school pupils in the context of a soundwave lesson specifically to increase critical thinking (CT) skills and creative problem-solving (CPS) ability. This learning media design is created through the ADDIE process, comprising five stages: analysis, design, development, implementation, and evaluation. In this paper, we will elaborate on the analysis and design phases. The analysis phase involves a preliminary examination of the teaching materials necessary for mobile learning. The design stage also involves selecting the proposed prototype's overarching design and creating storyboards. Three of the five subchapters that have been developed have the potential to employ CPS features, while CT features are feasible to integrate into all chapters. These findings suggest that physics mobile learning can be designed to incorporate CT and CPS specifically in the lesson on soundwave.

Perspectives of Education Faculty Students on Creative Teacher and Creative Learning Environment

Purpose: This study aims to examine students in the field of science teaching perspectives of creative science teachers and creative science learning environments that will improve students’ creative thinking skills and creativity through written and visual metaphors. Participants consist of 1st, 2nd, 3rd, and 4th-grade 247 students in the field of science teaching who voluntarily participated in the study during the spring semester of 2021-2022 at three state universities in Turkey. Design/Methodology/Approach: The study was designed in accordance with the qualitative research approach. In order to determine the metaphors of students, hold about the concepts of "creative science teacher" and "creative science learning environment" a form was used. In the first section of the form, respondents were asked to complete "Creative science teacher is similar to...... because......" and "Creative science learning environment is similar to...... because......." sentences. In the second part of the form, students were asked to draw the creative science learning environment and creative teacher in the science lesson. The data obtained from the forms were subjected to content analysis. Findings: Based on the findings obtained from the study, it was determined that the students produced the most laboratory metaphors for the creative science learning environment, and the most frequently used object in their drawings was laboratory material. It was observed that the students were shown to generate the greatest number of scientists metaphors for creative science teachers and it is determined that their metaphors changed according to their grade level. Highlights: It can be suggested to investigate the factors that cause the differences in the students’ perspectives on creativity.

Instructional Technology and Students’ Performance in Art and Design in Selected Secondary Schools in Kyamuhunga Sub County, Bushenyi District

Instructional technology plays a crucial role in enhancing educational outcomes, as its effective implementation significantly impacts teaching methods and student performance. Ensuring its integration in classrooms involves addressing challenges ranging from resource availability to teacher competence, each influencing its success in promoting learning outcomes. This study investigates the relationship between instructional technology and students’ academic performance in art and design within Kyamuhunga Sub-County, Bushenyi District. Using a descriptive research design, data were collected from teachers, students, and school administrators to identify critical challenges and opportunities. Key factors influencing the use of instructional technology included limited access to digital tools, such as projectors and computers, insufficient teacher training, and inadequate infrastructure in rural schools. These gaps contribute to a reliance on traditional teaching methods, hindering innovation and creativity in art and design education. The study findings underscore that limited integration of instructional technology negatively affects students’ ability to develop practical and creative skills, crucial for both academic success and future career opportunities. To address these challenges, it is recommended that schools receive increased government support to equip classrooms with essential technology and alternative power sources like solar energy. Additionally, teacher training programs should be enhanced to build capacity in utilizing instructional tools effectively. Public and private partnerships can also play a role in fostering innovative learning environments. By addressing these factors, the integration of instructional technology can be optimized, improving educational outcomes and fostering a more skilled and innovative student population in the community. Keywords: Instructional Technology, Art and Design, Academic Performance, Teaching Resources, Digital Tools

Enhancing Creative Thinking Skills and Technological Literacy through Project-Based Microteaching: A Study on Prospective Physics Teachers at UIN Raden Intan Lampung

This study explores the impact of project-based learning (PjBL) integrated with microteaching on the creative thinking skills and technological literacy of prospective physics teachers at UIN Raden Intan Lampung with a mixed methods approach. As the demands of 21st-century education emphasize the importance of these skills, it is critical to evaluate innovative teaching methods that address these needs. A quasi-experimental design was used, involving two groups: an experimental group taught using the PjBL microteaching model and a control group using conventional methods. Creative hhinking skills was assessed using torrance tests of creative thinking (TTCT), measuring fluency, flexibility, originality, and elaboration. Technological literacy was evaluated through a structured questionnaire assessing skills in technology use, understanding, and integration in learning contexts. Results revealed a significant improvement in both creative thinking skills and technological literacy in the experimental group compared to the control group. Specifically, the PjBL microteaching model was more effective in enhancing students' ability to generate diverse ideas and utilize technology effectively in educational settings. These findings suggest that integrating PjBL with microteaching can better prepare future physics educators for the technological and creative demands of modern teaching environments