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This study aims to explore the impact of dual learning on preschool teachers' thriving at work and creative performance, and whether preschool teachers' thriving at work acts as a mediating factor in the relationship between dual learning and teachers' creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers' creativity in their work.

This study aims to determine the effect of using STEAM digital teaching materials on increasing creative problem-solving skills. This study has a quasi-experimental research design with a nonequivalent control group. This study employed a random sampling technique and obtained Class 8-F as the experimental class and Class 8-H as the control class. Data were collected using documentation, tests, and questionnaires. The data analysis carried out was a homogeneity test, normality test, t-test, n-gain test, and analysis of students' responses. According to this study, it can be concluded that there is an effect of STEAM digital teaching materials to increase creative problem-solving skills. The t-test results indicate a significant difference in students' average creative problem-solving skills in the experimental and control classes. The effect of STEAM digital teaching materials is proven by an increase in creative problem-solving skills, which are analyzed using N-gain, resulting in the high category (0.73) for the experimental class with STEAM digital teaching materials and the medium category (0.50) for the control class after using STEAM digital teaching materials.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

The study aims to describe the success of the collaborative supervision between the head of the madrasah and the teachers at five private madrasah tsanawiyah in Gresik. This research, a qualitative case study design, involved the head of the madrasah and the teachers of five private madrasah tsanawiyah. Instruments used include interviews, observations, and documentation. Data analysis techniques used are data condensation, data presentation, conclusion drawing, and verification. The research findings demonstrate the significant positive impact of collaborative supervision on teachers' creativity and professionalism and its direct correlation with students' improved learning quality and learning outcomes. Collaborative supervision has been successful in enhancing the creativity of teachers in the implementation of a multicultural-based independent curriculum. The implications of the findings provide a strong basis for educational institutions to consider implementing more effective collaborative supervision strategies in the context of a multicultural-based independent curriculum. The importance of considering cultural and multicultural contexts is also highlighted in designing educational supervision programmes and strengthening the inclusive learning environment.

The ability to think creatively is the ability to generate new ideas, innovative solutions, and unconventional thoughts in response to a situation or problem. Creative thinking involves many aspects, including imagination, association of ideas, mental flexibility, and views that are different from the usual. Creative thinking needs to be grown in students because creative thinking is very important in learning which will greatly assist students in solving problems with various solutions. The use of appropriate learning model equipment can support the development of students' critical thinking skills. One effort that can be done is to use innovative teaching materials that combine various activities to develop students' creative thinking abilities. The purpose of this study is to describe the process of developing STEM-based teaching materials with a problem-based learning model on three-dimensional material, namely distance. This study uses the development method or the Research and Development method, namely 4D (define, design, develop, disseminate) but is limited to the develop stage. The data analysis technique of this research uses descriptive analysis techniques both qualitatively and quantitatively. Data collection uses a feasibility validation sheet, readability and student response questionnaires. The results showed that the average score of the eligibility of teaching materials was 81.66% in the appropriate category, the average score of readability of teaching materials was 90% in the easyto-understand category, and the average student response score to teaching materials was 99% with very good criteria. Thus, from this assessment it can be concluded that the teaching materials developed are feasible to use, easy to understand, and have a good response from students. The suggestions put forward are that other teachers/researchers are expected to be able to carry out the same research but develop teaching materials with different materials or abilities.

The objective of this qualitative research study is to analyze the contemporary transmission methods and educational approaches employed in preserving and revitalizing Chinese Jinghe opera to address current challenges in Hubei Province. The research site, Jingzhou City in Hubei Province, serves as the backdrop for exploring this multifaceted cultural heritage. Nine key informants, including scholars, practitioners, and community members, provide diverse perspectives on Jinghe Opera and its transmission. Semi-structured interviews serve as the basis for data collection, and thematic analysis follows to reveal recurring themes and patterns. The study reveals the historical significance of Jinghe Opera, its evolution, and the critical roles of supporting institutions, such as the Intangible Cultural Heritage Protection Center and Yangtze University. Challenges facing Jinghe Opera, such as a shortage of original works and an aging transmission workforce, are discussed. Proposed solutions include fostering creativity, modernizing education, and establishing institutional support. This research contributes to the broader discourse on cultural heritage preservation and demonstrates the resilience of traditional art forms in a changing cultural landscape.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Background: Early childhood education (ECE) is crucial in cultivating creativity, especially in today's tech-savvy world. This study explores the impact of collaborative project-based learning (PjBL) with computer and play motivation on kindergarten children's creativity. Aim: Our research aimed to determine if collaborative PjBL, combined with computer-based activities, enhances creativity compared to independent PjBL. We also examined the influence of play motivation on computer-based creativity. Setting: The study was conducted in Makassar Lotus Kindergarten, Indonesia, involving 30 Grade B kindergarten students. Methods: We employed a post-test control group design and systematically selected two matched classes. The experimental group engaged in collaborative PjBL, focussing on computer activities to foster creativity, while the control group experienced independent PjBL. Creativity assessment encompassed originality, art, fluency, flexibility, self-actualisation, and creative skills. Results: Collaborative PjBL had a more significant impact on children's computer-based creativity than independent PjBL. Children with high play motivation also exhibited higher creativity levels during computer-based activities. Conclusion: This study underscores the potential of collaborative PjBL in promoting creativity among kindergarten children in the digital era. It highlights the significance of innovative teaching methods and children's intrinsic motivation in nurturing creativity. Contribution: These findings contribute to the ongoing discourse on effective ECE strategies that harness technology to foster creativity.

This article confronts tensions of "risk" and "change" in youth engagement and community arts, towards insights for alternate world-building. We problematize overly instrumental approaches, by examining aesthetic and inductive theories of change arising from "Making With Place," a research creation initiative based in Toronto, Canada. From Spring 2020 to Fall 2022, we engaged diverse young people as artist-researchers in community arts production experiments exploring concepts of place from individual and collective perspectives. We draw here on resulting public artworks, discussions with the artists, and our own field notes to surface the theories of change arising from this work. We identify three emergent metaphors--the garden, the bridge, the margins--and the ways in which they resist dominant discourses in favor of new practices of imagination and repair. We explore how these creative explorations articulate theories of change that refuse forgetting and call forth desire.

The use of makerspaces in Norwegian compulsory education is growing. However, using maker-centred learning to support creativity has yet to be examined extensively in the Norwegian context. Consequently, the aim of this research is to explore Norwegian makerspace teachers' conceptions of the use of maker-centred learning to augment creative capabilities and digital competences. The study focuses on teachers' understandings of creativity and makerspaces along with various aspects of maker-centred learning and how they support creativity. The data was collected via six semi-structured interviews with teachers working in school-based makerspaces. In the interviews, the teachers conceptualised creativity related to makerspaces and reflected on various pedagogical aspects of managing creative makerspace activities. The research indicates that teachers have similar understandings of makerspaces but different interpretations of creativity. As a result, the makerspaces are designed differently, and the teachers use a variety of teaching methods. The findings also indicate that the teacher must be able to change their role from being an instructor to a facilitator and observer while also managing the utilised technology. Digital technology, collaboration, and constraints were also found to be factors that supported students' creativity.

Engineering education aims to equip children with the skills to solve and apply complex problems. Problem-solving processes in engineering require high-level thinking and mind habits. Habit is a term used to describe various aspects of intelligence. Engineering habits of mind are the values, attitudes, and thinking skills associated with engineering. This research aimed to develop a scale to assess the engineering habits of mind of children ages 5-8. The study involved 417 children in two provinces in the southwest and northwest of Türkiye. We performed Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) for the scale's construct validity. The scale consisted of 35 items and six factors and explained 59.2% of the total variance. We called the factors "system thinking," "creativity," "optimism," "collaboration," "communication," and "attention to ethical considerations." According to the CFA result, the construct we obtain is reasonable (X[superscript 2]/sd= 1.97, RMSEA= 0.068, CFI= 0.93, TLI= 0.91, SRMR= 0.062). The item total correlations range from 0.43 to 0.66. We determined the Cronbach Alpha coefficient of the scale to be 0.94 and the test re-test reliability to be 0.87. According to the results, it can be said that the scale obtained can be used validly and reliably to determine the engineering habits of mind children according to teacher reports. The study contributes to the ever-increasing engineering habits of mind literature.

In this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives--posthumanism, Indigenous and decolonializing theories of land, and Black geography--that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of mapping. intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping.

In this paper, we discuss the significance of re-humanizing education and educational research within an AI-dominated era. We also suggest that tactile learning, often overlooked in educational research and digital pedagogies, cultivates unique ways of multi-sensory knowing and encourages holistic understanding, complementing intellectual learning and enriching research processes. Using the metaphors and practices of weaving, knitting, and crocheting, we argue that tactile experiences, especially those involving fiber crafts, create a fabric of interconnections, fostering growth and intellectual expansion. Exploring the applicability of tactile learning in the educational landscape, we examine a number of scholarly works that demonstrate the benefits of integrating fiber craft activities in educational settings across various learning levels. We also delve into the role of researchers as makers and weavers, arguing that the tangible act of textile creation, namely tapestry-making and knitting, encourages reflexivity and allows for revisiting assumptions, refining and deepening meaning-making. We further emphasize the potential of tactile learning as a tool for fostering inclusivity in education and accessibility in the dissemination of research findings. Recognizing the need for academic work to be comprehensible beyond the confines of academia, we suggest the use of tactile representations, such as a woven tapestry, as non-traditional, creative ways to share research outcomes with a wider and more diversified audience. In essence, this paper underscores the potential of a combination of tactile learning and reflexivity in inspiring new insights and threading humanity back into education and educational research.

This research aims to develop a combining game-based learning with design thinking using block-based programming to enhance computational thinking and creative games for primary students and will be referred to as game-based learning from now on. The purpose of this research is to 1) develop a model for game-based learning, 2) develop the system for game-based learning, 3) evaluate students' computational thinking after implementing game-based learning, and 4) evaluate the creative games created by students after game-based learning is implemented. The research tools included 1) the model for the game-based learning, 2) the model-appropriate evaluation form, 3) the learning system evaluation form 4) the computational thinking evaluation form, and 5) the creative game evaluation form. The research results showed that 1) the evaluation results of the model are appropriate for teaching at the highest level ([X-bar] = 4.82, SD = 0.42) and could be used for experimental teaching, 2) The results of game-based learning system quality are at the highest level ([X-bar] = 4. 57, S.D. = 0. 50). The researcher implements a game-based learning model and system to teach a sample group of 24 students in grade 4, using a purposive sampling method. The results of the implementation could be summarized as follows: 1) the results of students' computational thinking evaluation after implementing the model and system are significantly higher than before at the .05 level. 2) evaluation results of creative games that students developed after implementing the model and system are at a high level ([X-bar] = 4.29, S.D. = 0.52).

The present study investigates the students' perceptions of applying performance tasks based on the GRASPS framework, exploring and seeking to explain the relationships between these tasks and English language learning. Data was collected over one semester in 14 public secondary schools in Ecuador, and it consisted of a questionnaire applied to 283 EFL students and two focus-group interviews with 12 EFL learners. After receiving a two-week workshop, sixteen Ecuadorian EFL teachers planned three units following the three stages based on the Backward Design Model (Wiggings & McTigue, 2005); however, this study focuses on the students' perceptions of the GRASPS framework. Overall, the students showed high levels of awareness of the benefits of developing performance tasks based on the GRASPS framework. The main benefits encountered by these students were improving English skills, fostering creativity, and autonomous and lifelong learning. Subsequently, the primary takeaway from this study proposes applying the GRASPS framework as a potential support for EFL learning. Theoretical and practical implications are presented, and further research suggestions are provided.

Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.

Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level - quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are 0.000, which shows sig. <0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.

It is well established that international students attending higher education institutions in Australia and other parts of the world face challenges that can affect their state of well-being and connectedness. Higher education institutions have attempted to counter these issues by providing specifically designed programs with varying success. This study builds on some of the more successful programs that draw on the relationship between creativity and collaboration. The program aimed to foster international students' well-being by teaching them how to harness their creative potential and explore through stand-up comedy the funny side of life as international students in Australia. The analysis shows that the program positively enhanced well-being by fostering a sense of connectedness and by providing a space to take risks in a safe and supportive fashion. Data also indicated that the program contributed to the development of knowledge and skills transferrable to other academic and non-academic contexts.

Currently, students tend to be less innovative and creative in learning and its implementation in everyday life. Project-Based Learning (PjBL) is a learning strategy oriented towards contextual problem solving to find solutions based on the experiences of students so that they can be more creative and innovative. This research aims to reveal how PjBL contributes to increasing student creativity. This research was conducted with a literature review of articles in international journals, international seminar proceedings, and SINTA accredited journals. Based on the results of the analysis carried out, it was found that to realize high creativity, the PjBL model is one of the best solutions to increase students' creativity. This learning model is able to make students more creative and innovative in solving every problem in everyday life by following PjBL syntax. PjBL is suggested to be an alternative for educators to train and foster the formation of students' creativity. It can also be concluded that PjBL can train and increase student creativity because the syntax of this learning model allows students to explore, create, interpret and develop products resulting from their projects.

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified - access to digital technologies, cooperation, teachers' digital competence and availability of activities in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills, while in the inculcation of virtues - cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers' digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level.

The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the preservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.

This qualitative research aimed to explore high school students' opinions on the effectiveness of using the mind map method asa note-taking, thinking, and learning tool. The study involved 80 students from 9th, 11th, and 12th grades who were introducedto the mind map method and asked to apply it in their lessons. The results showed that the majority of the students believed that the use of the mind map method supports permanent learning, extends attention and focus time, helps to focus faster and learn easily, is entertaining, enjoyable, and motivational, saves time, and improves creativity. However, a few students pointed out that the use of shapes and painting require effort and time. These findings are consistent with previous studies and suggest that the mind map method can be an effective learning tool for high school students. The study recommends adding the mind map method to the guidance framework program and curriculum textbooks, as well as training teachers, especially guidance teachers, to enhance the students' permanent learning, attention and focus time, faster focusing and easy learning, fun, enjoyable, and increased motivation, saving time, making it easier to remember by choosing keywords, and improving creativity. Overall, this study highlights the potential benefits of using the mind map method in education and offers suggestions for its implementation to support students' learning.

The perspective of learning science as a way of thinking and inquiry can be realized if teachers can develop higher order thinking skills (HOTS)-oriented science worksheets. Therefore, it is very important to train the creativity of Pre-service Elementary School Teachers (PETs) in developing HOTS-oriented science worksheets in the education of prospective elementary school teachers. This study aims to describe the profile of PETs' creative thinking in developing HOTS-oriented science worksheets. Research involving PETs in one of the universities in Central Java. Data collection was carried out through a creative thinking assessment rubric on worksheet products on 38 PETs. Content analysis with an interactive model is applied in research. The results showed that the aspects of fluency, flexibility, and elaboration were obtained in the sufficient category. While the aspect of originality obtained unfavorable results. The results of the study concluded that creative thinking skills in developing HOTS-oriented science worksheets were still not good. Research recommends that lecturers immediately make efforts to select effective learning methods and tools to enhance PETs' creativity in developing HOTS-oriented science worksheets.

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at 0.05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the "Objectives Attainment Evaluation Form" and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

Purpose: With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology: A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Paired sample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings: The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance: This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education.

This article analyses the educational possibilities of art installations in the training of future early childhood and primary school teachers. I start by reviewing the origins of installation art before presenting an experience designed for teachers based on the creation of scale models and installation experiences. Scale model installations constitute a tool for future teachers to explore contemporary artistic creation while fostering creativity and reflection on their role as educators. This study employs a constructivist qualitative methodology using "action-based research" and a journal to record the progress of the students throughout the project. The initial results demonstrate the educational value of this experience and its potential to generate further educational experiences to explore contemporary art themes and other areas of the curriculum. The use of installation art in education is compatible with a diversity of approaches, materials, and media and opens the door to new lines of research.

Creativity and design thinking skills are considered pillars in arts practice in general. Traditional arts education, in particular, involves a tension between pure technical skill and the ability to design creatively regardless of craft limitations. The present study focuses on eliminating the boundaries between craft and art and bridging the gap between technical skills and creativity in practicing traditional textile printing arts. The paper presents a teaching procedure that is based on exploring traditional textile printing within a new dimension and achieving a balance between both the technical and creative sides. The study proposes a survey model to investigate the impact of the applied procedures and understand students' perceptions of the full range of the traditional printing creative process in action. The conclusions of this study will aid in the development of traditional arts education and practice in general and their re-exploration as flexible, expressive, and creative forms of art.

This study aims to prepare a scale to determine the creativity levels of prospective teachers studying at the undergraduate level of science teaching. In this context, 15 questions, suitable for student's level from physics, chemistry, biology, astronomy and ecology sub-branches were prepared. The questions were assessed by 5 lecturers who were experts in their fields for their opinions. After the expert opinion, the number of questions was determined as 13 and pilot study was carried out with 95 pre-service teachers studying in Inonu University Faculty of Education Science Teacher Education. The data obtained from the pilot study were analyzed by using SPSS 21.0 statistical program according to Multi Surface Rasch Model. In order to determine the reliability of the scale, internal consistency coefficient of Cronbach's alpha was calculated and found 0.758. At the end of the research, the data was analyzed and the question number of the scale was determined as 10 according to the analysis results. Studies conducted on scientific creativity generally aimed to measure the scientific creativity of secondary school students. We believe that a deficiency in measuring the scientific creativity of undergraduate students at the academic level will be eliminated with the scale we developed.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

Faculties of Fine Arts in Turkey train artists and designers by using the universal language of art, taking into account scientific, artistic and cultural developments, developing students' creativity and productivity. In addition to the problems encountered by fine arts students and artists, who have creative personality elements, during the performance of art and the application of methods and techniques available in the literature, the level of use of technology will directly affect their artistic performances and activities. The aim of this study is to examine the creative personality traits and internet usage status-purposes of university students studying in Fine Arts Faculties on a relational basis. The study, which was conducted in the relational survey model, included 205 students studying at the fine arts faculties. Creative personality traits scale and internet usage intentions questionnaire were used to collect the data of the study. According to the findings of the study, the creativity personality traits of the participants are at a high level. In addition, creative personality traits of the students show partial differences according to gender variable. According to another result of the study, it was seen that the students of the Faculty of Fine Arts use "Social networking sites", "Video sharing sites", "Photo sharing sites" applications at a high level. Again, the internet usage purposes of the participants differ according to the gender variable. Finally, significant relationships were found between the participants' creative personality traits and their internet usage purposes.

This paper examines the Confucian concept of learning, or xue ([character omitted]), from the perspective of ecological humanism. Through a comparative interpretation, this paper attempts to disclose the significance of Confucian xue conceived as a practice of aesthetic appreciation and creativity, emphasizing in particular its function within an eco-centric worldview. The author reviews the relevant concepts of ecological humanism as expressed in the ideas of John Dewey and Thomas Alexander, then applies these as a theoretical framework for interpreting xue and its related concepts and practices as they appear in the Confucian text the Lunyu ([characters omitted] ). It is argued that xue is a process of developing and expressing virtuosity and artistry in the "arts of life," and that its practice was understood as a direct participation in the creative development of nature. The significance of such a concept of learning for contemporary educational philosophy is discussed in conclusion.

The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on -- rightfully so -- Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students' responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students' responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.

The current study, which uses a survey approach, aims to identify middle school students who visit BILSEMs (Science and Art Centers) in terms of their creativity and learning preferences and to look into the impact of various factors on these traits. In the 2021-2022 academic year, 214 fifth, sixth, and seventh graders were chosen using the purposive sampling technique. The "How Creative Are You?" scale, "Kolb Learning Style Inventory," and a personal information form were used as data gathering tools. The study's findings indicate that the creativity of the participating students is above medium, and the majority have "converging" learning styles. At the same time, the minority has "diverging" learning styles, that gender, grade level, type of school, BILSEM program, and family income level have no bearing on the children's creativity, and learning styles vary significantly depending on these factors. Additionally, there was no discernible link between the students' learning preferences and creativity.

This article will review the impact of COVID-19 on the working environment of organisations by critically analysing the following factors: (a) Employee engagement and recruitment; (b) Talent management; and (c) Organisational culture and employees. Communication was identified as an important feature that had to be adapted because of COVID-19. Numerous organisations have developed creative and innovated practices to ensure employee engagement as they begin to experience the impact of COVID-19. The world economy has reduced substantially because of COVID-19. The pandemic changed the way in which work was done. The value and purpose of the performance management systems goes beyond the typical administrative functions such as personnel decisions, salary and promotions, it also provides critical functions that help organisations reach their goals. To embrace the digital world of work and to build new processes it is important for the organisation to adequately invest and prepare the workforce for the incoming changes. As governments all over the world begin to reduce COVID-19 restrictions and people must now start living with the virus, organisations had to also start thinking about what models of work would work best for their business and their employees.

Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical qualitative inquiry to healthcare professionals because its underlying philosophy can seem at odds with the objectivist biological perspective emphasized in medical education. This is unfortunate because several social inequities are perpetuated by modern healthcare systems and critical qualitative inquiry is essential to the project of addressing them. This article argues that Norman Denzin's interpretive autoethnography is a promising method through which educators could introduce healthcare professionals to critical qualitative inquiry. In this method, the author uses the craft of writing creatively about their personal experiences as a tool for cultural interpretation and social justice activism. Such a creative analytic practice might seem alien to many medical professionals. On the other hand, the idea of analyzing their own experiences in detail is likely to feel familiar to them because of the prominence of reflective writing in healthcare professional development practice. This familiarity might make interpretive autoethnography accessible to healthcare professionals and practicing the method could help them to appreciate the value of interpretive writing as a way of investigating sociocultural meaning and promoting just change.

The world of art, which is mostly based on manual dexterity, has endeavored to raise the new generation of students of the future with today's technology tools. Although art education continues to be up-to-date today, it has had to adapt to technological opportunities. In the face of artificial intelligence and augmented reality applications, creativity and mental imagination skills of individuals have begun to develop. This study aims of find out advantages and disadvantages of using artificial intelligence (AI) and augmented reality (AR) technologies within the scope of art education at higher education level. Mixed method was used in the study. Students (n=75) and teachers (n=25) from two different universities in TRNC constituted the population of the research. The results obtained in the study reveal that all students can design the moving objects with AI and AR. It has been observed that with AI-AR applications, the motivation of students has increased significantly and their creativity and imagination skills have strengthened, while their drawing and painting skills have weakened at some points. It has been determined that teachers think that using AI-AR in art education has disadvantages as well as its advantages.

Chengdu's popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu's musical evolution. Data analysis involves thematic analysis of questionnaires and interviews, offering a comprehensive understanding of the city's music culture. The study reveals Chengdu's historical role as a cultural crossroads and the evolution of its pop music into a distinctive force within China's music landscape. Advocating for the integration of Chengdu popular music into educational curricula, this research emphasizes the need for well-structured teaching resources to capture its cultural authenticity. The benefits of cultural education include fostering diversity appreciation, enhancing cultural understanding, promoting literacy skills, cultivating emotional intelligence, strengthening cultural identity, and inspiring creativity and expression. Chengdu popular music offers a transformative approach to fostering cultural literacy, empowering students to thrive in a globalized world.

The integration of artificial intelligence (AI) topics into K-12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.

A series of workshops offered to biology and health sciences students during June and July 2022 was primarily aimed to help students to understand and appreciate the employability benefits of engaging with practical science investigations. Such investigations are designed to help students develop not only practical, numerical and problem-solving skills but also skills such as perseverance, creativity and resilience which are important additional employability skills. Scrutiny of feedback comments submitted by students who attended the workshops indicated that these aims had been achieved. Side-benefits of the programme included an increased sense of community among students, and the provision of an opportunity to maintain engagement over the summer months when there is a break in module presentation for many students, leaving them in danger of losing their study momentum.

The objective of this research was to assess the efficacy of project-based learning in enhancing the analysis of student worksheets in the domains of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with the integration of the ecoprint technique, focusing on its influence on student motivation and creativity. This investigation was conducted as a quasi-experiment involving a sample size of 150 students selected through cluster sampling. Data collection was executed using standardized tests, with instrument validity ascertained through the Aiken index and instrument reliability determined via Cronbach's alpha coefficient. Data analysis was performed using multivariate analysis (MANOVA) and descriptive quantitative methods. The study's findings reveal a significant disparity in the mean scores of both learning motivation and student creativity. In conclusion, the implementation of project-based learning coupled with STEAM-based student worksheet analysis utilizing the ecoprint technique yields a substantial enhancement in learning motivation and student creativity. These findings underscore the success of employing STEAM-based worksheets in conjunction with the ecoprint method to foster students' motivation and creativity, as ecoprint inherently encompasses all STEAM components within the manufacturing process.

A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to emphasize the instructor's perspectives. Building on this literature, we offer a systematic study that asks: how do students perceive pedagogical practices designed by instructors to support an ungrading strategy? To answer this question, we conducted a survey of students across a range of disciplines and a variety of ungrading approaches to assess how they perceive their learning experiences in these courses as compared to others. Findings indicate that students generally perceive that ungrading practices improve their relationship with their instructor; enhance their engagement, agency, enjoyment, and interest; foster their intrinsic motivation and focus on learning; and facilitate their creativity. While many students reported reduced stress, others reported that the unfamiliarity and uncertainty of ungrading increased their stress. Gaining a better understanding of how students react to these pedagogical techniques can help instructors improve their practices.

This study aims to explore whether the creativity of university students in Higher Vocational Education in China can enhance their creative performance through autonomous motivation. The theoretical foundation of this study is interactionist model of creativity, the study employs structural equation modeling for analysis and validation. A survey assessing creativity, creative performance, and autonomous motivation was administered to students from higher vocational schools in China, yielding a valid sample of 392. The overall model results indicate that the creativity of vocational college students has a significant positive impact on creative performance, creativity positively predicted autonomous motivation, which enhanced creative performance. The autonomous motivation partially mediates the relationship between creativity and creative performance. The findings recommend that higher vocational institutions initiate creative activities to foster students' creativity and continuously bolster their autonomous motivation, thus enhancing the creative performance of future technical and skilled professionals -- vocational college students.

Research confirms that critical thinking plays a fundamental role in decision making and problem solving, skills that are essential to function as successful adults in a complex world. Consequently, it has been a focus of educational research for decades. Faculty meetings and teacher training sessions repeatedly run sessions on ways that teachers can adapt their methodology to foster higher-level thinking. This article discusses the definition of critical thinking and the pivotal role that questioning can have in developing those skills. Out of the hundreds of questions teachers ask daily, few demand higher-level thinking. In fact, most ask for basic information or check for current learning rather than causing students to infer, analyze, evaluate, or demonstrate creativity. Further, the article includes a sampling of teaching techniques adapted from cooperative learning and other disciplines that have the potential to transform the world language classroom into a vibrant, learner-active space where students use critical thinking to solve problems.

In the ever-changing sector of education, the use of technology has become critical to innovation and increased learning opportunities. This research illustrates the intricate connections that exist between augmented reality [AR] and tremendous educational attributes, thinking about how AR might modify conventional teaching approaches. The important motive is to offer an entire knowledge of how augmented fact influences crucial areas of the educational revel in. Utilizing a quantitative studies method, the study seems at how AR impacts pupil behavior, creativity, and instructional practices, in addition to the mediating and moderating elements that influence these relationships. An online questionnaire was used to collect data from 444 random samples. The relationships between AR, teacher competence, technology acceptance, and educational outcomes were examined. Data shows that augmented reality has a positive effect on creativity, student behavior, and teaching strategies. Teacher competence moderated these relationships, highlighting the critical role of teachers in successfully integrating augmented reality, while technology acceptance emerged as a significant mediator demonstrating the significance of user perceptions. This study has critical implications for educators, administrators, and policymakers interested in using AR to improve instructional development, as well as for the field of generation-infused schooling administration. Additionally, it advances theoretical frameworks through a better understanding of the complicated tactics that impact the uptake and acceptability of AR.

This manuscript is a conceptual article that intends to address 'playful creativity' as an underexplored but potentially insightful component of TESOL programs. To this aim, playful creativity is first defined under a critical purview of traditional and recent conceptualizations of creativity. Afterward, 'creative TESOL' is briefly addressed. 'Pedagogical humor' is next put forth as a practical outlet for playful creativity in language education. To further elaborate on (and operationalize) such creative TESOL, 'humor-integrated language learning' (HILL) is outlined. HILL is argued as an innovative pedagogical approach with far-reaching effects. The article anchors the contention for humorizing creative TESOL in a) the literature-informed benefits of pedagogical humor, b) new directions in creativity programs, and c) the criticality of creativity. Several instructional designs and a sample activity are also outlined to better familiarize readers with this approach. The paper finally addresses practical considerations and further developments in HILL within the framework of playful creative TESOL.

This study explored relationships between hope, self-efficacy, and professional identity among a group of undergraduate engineering students at a western institution of higher education in the United States (US) over the span of an academic semester. We conducted a mixed-methods study with undergraduate engineering students to measure aspects of hope, and self-efficacy. Furthermore, we investigated how they perceived their own professional identity in terms of what it means to be an engineer and engage in the profession. Participants reported high levels of hope at mid- and end-of-semester. Those pursuing degrees requiring professional licensure reported higher levels of willpower compared to students pursuing non-licensure degrees. Students experienced increased self-efficacy towards engineering skills and processes over time. Participants' perceptions of engineering professional identity remained consistent over the semester. Their sense of engineering work and goal orientation fell primarily into one of three archetypes: Pragmatic, Creative, and Altruistic.

This research aims to investigate the scientific creativity of 9th grade students following the implementation of a project-based learning (PjBL) approach. The study involved a sample of 21 students from a high school in a Roi Et province during the first semester of the academic year 2023. Participants were randomly selected using classrooms as the sampling units. The research employed a pre-experimental design, specifically a one-group pretest-posttest design. The research tools included: 1. PjBL plans. 2. Assessment of scientific creativity. 3. Satisfaction questionnaire. Data analysis involved the use of means, standard deviations, and the dependent t-test statistic. It was discovered that students' scores on creative scientific thinking after the intervention were significantly higher than before, with statistical significance at the 0.05 level. Additionally, students expressed satisfaction after participating in the PjBL, with an average rating of 4.50, falling within the criteria for a high level of satisfaction.

A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers' level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers' CP development in higher and vocational education.