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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.

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.

The main objective of the research is to study the creative potential of Artificial Intelligence (AI) for writing skills in an educational context. The research aims to provide evidence on the use of AI and contribute to its integration in the classroom as a support for the teaching-learning process. Two types of research designs were established: a descriptive and comparative non-experimental quantitative research, and a quasi-experimental pretest-posttest study. The sample consisted of 20 AI systems and 193 university students who were given Games 2 and 3 of the Spanish PIC-A test ("Creative Imagination Test for Adults"). The students repeated the games, assisted by ChatGPT, to compare the possible improvement of their productions. The findings reveal statistically significant differences between the AIs and the students in the indicators of fluency, flexibility, and narrative originality in Game 2. Furthermore, significant differences are found between students' pre-test and post-test scores in fluency, flexibility, and narrative originality in Game 2 and in fluency in Game 3. Finally, the assistance provided by AI in writing tasks and verbal creativity is highlighted, and this should be considered in language teaching; in any case, AI cannot replace human intelligence and creativity.

This article examines how technology-enhanced inquiry-based learning (IBL) affected students' language acquisition and the evolution of motivation in the subject of English as a Foreign Language (EFL). Furthermore, this study presents a proposal for the collaboration of the subjects of Spanish and English, using translanguaging to establish connections between students' L1 and L2 and reducing curricular duplications. EFL presents itself as an opportunity for learners to engage with a broader scope of authentic resources, using Inquiry-Based Learning (IBL) as the main driving force of problem-solving situations. Thus, the investigation used Tolkien's literary world as the main theme and topic of research, and robotics (Ozobot), IBL and a gamified learning management system (Classcraft) as the main methodologies. Through a series of diagnostic and proficiency tests (which included a robotic-supported storytelling activity and an ARCS motivation test), quantitative data were gathered concerning the two analysed variables. Results indicated improved language acquisition and motivation in all four parameters. Furthermore, Ozobot showed to have a quick adaptation period for student use at basic levels of functioning, as well as aiding in creative storytelling. Results will contribute to closing the knowledge gap detected in EFL learning since has been mostly used for scientific learning.

The concept of assemblage, drawing on the posthuman theorisations of Deleuze and Guattari, delineates a dynamic and new materialist approach to an event. In this approach, desires, material agency and (de)(re)territorialisation emerge as key concepts, and open ways to understand the school classroom in early childhood as a territory where lines of flight challenge the boundaries of normative education. This paper focuses on a classroom assemblage and aims to cartography the material relations between human and non-human bodies, where (de)(re)territorialisation forces are constant. We draw on diffractive ethnography in order to think-with-theory, making use of a vignette and a diagram containing its material relations. Our analysis highlights the agentic relations of matter in the assemblage, the role of desire as a dynamic force and the ever-changing flow of (de)(re)territorialisations that emerge in it. This study shows the complexity of material experience in early childhood, where desire and deterritorialisation frame creative and unexpected processes that defy the idea of education and classroom activities as linear processes controlled by adults. On the contrary, the cartography depicted in this research supports an idea of education as a space for the emergence of creative lines of flight, material relations and non-linear meaning-making.

While creativity is a primary focus in music education, its exploration within the realm of music studio teaching is considerably less extensive compared with other educational contexts. Moreover, the related research is predominantly focused on creativity in developing music skills. In the present study, we explore how Spanish instrumental music teachers (n = 10) perceive creativity and its development among students in the music studio, in the absence of predefined limitations (i.e., with respect to various forms and definitions of creativity inherent in the music studio as perceived from their viewpoint). By means of a case study methodology, we gathered data over a one-year period through a questionnaire, in-depth interviews, participants' written essays, and researchers' journal entries following observations of the participants' teaching practices. Subsequently, qualitative analysis was conducted using thematic analysis. Among our main results, we found tensions between our participants' theories and their practices, evidence for an underlying individual-centered theory of creativity, both positive and negative attitudes toward the development of creativity among their students, and ignorance of creativity in music listening. Our study implications emphasize the urgency of implementing strategies to enhance teacher self-awareness and underscore the need for further investigation into music studio teaching with a specific focus on creativity.

Transcranial photobiomodulation (tPBM) has been used for cognitive enhancement in healthy people. However, its effect on creativity has not been investigated. The default mode network (DMN) is associated with divergent thinking (DT; but not convergent thinking, CT), and also with anxiety, which in turn has been negatively related to creativity. We aimed to use tPBM over the DMN to assess the effect on DT compared to sham. Additionally, we assessed the possible mediating effect of anxiety between tPBM and DT. In this single-blind, between-subjects study, 58 healthy participants were randomly assigned to tPBM or sham group. tPBM was applied using near-infrared light (810 nm, 40 Hz; 50% duty cycle), through light-emitting diode devices combining transcranial plus intranasal PBM over the cortical nodes of the DMN for 20 min (240 J/cm2 in total). DT and CT were assessed before (baseline) and after tPBM with the Unusual Uses (UU), Picture Completion (PC) and Remote Associates test (RAT). ANCOVA (post-stimulation controlling for baseline) results showed that tPBM group had significantly higher scores compared to sham in total UU, PC, and total DT. tPBM may be effective for DT enhancement. The lack of effect on CT reveals a specific link between DMN and DT.

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students' ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a "diffractive" analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a "piece" which demonstrates each assemblage's connection to the core question, followed by "ripples," which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research's contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers' own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

Some studies have reported that the initial music training of primary teachers can be problematic due to gaps in disciplinary and didactic training and a relative neglect of the objectives that music education should address in the school curriculum. Such gaps may lead to low levels of self-confidence in teaching music in the general classroom. Furthermore, the fast transformations occurring in contemporary society in terms of access to and functions of music, demand novel pedagogical approaches that might be better equipped to address current social and educational needs such as creativity, collaborative work and interdisciplinarity. In order to investigate the relationship between the initial musical training of primary teachers and their self-confidence in teaching music, a study was carried out based on an intervention in the Primary Education Teaching degree program at a Spanish university. The intervention was innovative and based on a collaborative, creative, and interdisciplinary approach. The findings, referring both to the processes and products of this intervention, show both an increase in pedagogical reflection and in the transformation of values and beliefs, as well as an improvement of self-confidence in student teachers' musical skills.

In this study, the process of design, implementation, evaluation, and redesign of a Teaching-Learning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering self-regulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students' reports, and teacher's class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.

The study analyses the relationship between transdisciplinary integration, creativity and student motivation in three STEAM projects. It has been carried out over 3 years in a programme for gifted students. 152 students (11-12 years old), five teachers and four external professionals participated. The projects included a variety of scientific, humanistic and artistic activities, together with outings, the collaboration of experts and the creation of a transdisciplinary art-based final products. The research was carried out through the analysis of qualitative data (interviews, video-recordings, participant observation) using Atlas.ti8 within the framework of Activity Theory and statistical analysis of questionnaires. It shows how the transdisciplinary integration favoured a complex approach to knowledge with an essential role of the artistic-based transdisciplinary final products and fostered a plural approach to creativity. The active participation of the students favoured their motivation and involvement. The significant correlation between creativity, student motivation and transdisciplinary integration emerges as a key element in the STEAM projects implemented.

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner's theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner's theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner's theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

Purpose: The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. Design/methodology/approach: A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument. Findings: The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. Research limitations/implications: The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work. Originality/value: COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

This case study describes an art therapy intervention with a client diagnosed with Alzheimer's disease who was coping with grief. The course of fifteen sessions included three phases: body awareness, grief emotions, and grief acceptance. The positive changes parallel ways that art therapy can benefit older adults by promoting communication, accessing memories, reconstructing identity, and supporting creativity.

Discussions on the educational potential of school football range from its social acceptance to the pedagogically desirable lessons that can be drawn from it. The aim is to understand the process of institutionalisation in school football and the main formative challenges it entails. An ethnographic multiple case study is presented. The sample consists of 101 schoolchildren of ages six and seven in the autonomous community of La Rioja, Spain. Participant observation, over the course of one academic year, is supplemented by images, interviews and digital social networks to incorporate 21 teachers, 10 coaches and families. The results reveal the construction of an allegorical field among children as they embark upon their path of institutionalisation, with the naivety of their spontaneous play giving way to a form of regulated execution. Institutionalised play exceeds children's developmental resources. The study promotes an effective adaptation of the game, as well as the prioritisation of pedagogical actions that are complementary to school.

Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869).

The term "transcreation" has become popular over the last decade in the language services industry. It has also gained traction in the creative industries. Previous research demonstrates there is an interest in introducing transcreation training in Translation and Interpreting studies, possibly as a result of its growing popularity in the professional translation field. However, its inclusion is not yet a common practice. The main objective of this work is to develop an expert-validated competence model for transcreation teaching in Higher Education. This objective is broken down into the following: SO1) to know the opinion of transcreation experts about the need to elaborate a competence model for transcreation and about what competences should be part of said model; and SO2) to obtain a consensus through the use of the Delphi method among transcreation experts on the competences required to carry out this professional activity. The data were analysed with the qualitative analysis programme NVIVO and SPSS statistical package. After three rounds of consultation, a model of competences necessary for transcreation was elaborated. All of the competences reached a high consensus percentage (85%) among experts. This competence model can contribute to training in transcreation, as well as in T&I.

The purpose of the present work is to rethink, in the university context, the concept of genius, related to the high intellectual abilities associated with intelligence; also, to connect the idea of entrepreneurial competences, such as leadership or social commitment. The hypothesis is that a university genius is defined by his high creative abilities and, in particular, entrepreneurial ones. From the methodological point of view, the recommendations of the National Association for Gifted Children were followed, and evidence collection was based on such practices, using the results obtained by two studies: the first one with professors and postgraduate students (from Argentina and Spain, from hard and soft sciences) who responded to a conceptual questionnaire, previously validated, in order to delineate common minimum denominators of geniuses. The other one comes from analyzing the results of an acceleration program of entrepreneurial competence with undergraduate students. Combining both data resulted in the need to think in an educational proposal (itinerary) with trajectories of excellence. One during the Degree level, with pilot training activities (in entrepreneurial competence), experimenting on a small scale; and the other in the Postgraduate level, encouraging them to be architects of their "routes", allowing them to self-employ and to become agents of socio-community change.

Across Europe, educational institutions are essential in assisting exploration of politics, culture and history, and the use of creative arts appears crucial to supporting this aim. This article reports on Creative Connections, a multi-partner research project that facilitated exchanges for young people to explore their European identities using online art galleries and blogging technologies. Their multimodal conversations revealed an openness to consider artworks as sources of knowledge and experience. Participants did not focus on the nationality of the artist, but concentrated on the relationship that the subject matter of the work had with their own concerns. Anxiety related to populism, exclusive nationalism, social inequality and new forms of labour appeared to impact young European citizens' relationships and their perceptions of democracy.

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.

The aim of this study was to investigate the effects of two different physical education intervention programmes on cognitive functions (i.e. creativity, attention and impulse control) in primary education students. These dimensions were measured in 168 children (8-12 years) before and after two 8-week intervention programmes with different instructional models [i.e. direct instructional model (DIM) and tactical games model (TGM)]. The results show an improvement in creativity (p < 0.01, ES = 0.6, moderate) and attention (p < 0.01, ES = 1.0, moderate) in all students after the TGM programme. Older students (grade 6) also improved impulse control after TGM (p < 0.01, ES = 1.5, large). No significant differences were observed after the DIM in any of the analysed cognitive functions (p > 0.05). These results lead us to think that TGM could be an effective tool for improving children's cognitive functions.

This article explores current creative practices involving the representation of sign languages, sign language interpreting, sign language translation (Napier and Leeson 2016; HBB4ALL 2017; CNLSE 2017; Tamayo 2022), and sign language live translation (Tamayo 2022) in audiovisual content. To that end, a review of the concept "creative sign language" and a review of previous publications on the matter will be provided. Subsequently, the implementation of creativity at different production stages, and the use of different resources when sign languages are present in audiovisual content, will be discussed by analyzing some selected innovative examples (mostly of practices in Spain). Finally, a taxonomy that takes into account not only "internal creativity" (that is inherent to sign languages), but also "collaborative" and "external creativity." Conclusions will focus on how creative practices can expand our understanding of different art expressions, human communication, and inclusion, and can help establish new and meaningful connections among them.

Creativity and Computational Thinking (CT) have been both extensively researched in recent years. However, the associations between them are still not fully understood despite their recognition as essential competencies for the digital age. This study looks to bridge this gap by examining the association between CT and two types of creativity, i.e., Creative Thinking and Computational Creativity. The research was conducted among 124 middle school students from Spain, who were divided into control and experimental groups; the intervention included an explicit encouragement to be as creative as possible (i.e., to submit multiple correct solutions) in a given learning task. Data were analyzed from a standardized creativity test (Torrance's TTCT) and cross-referenced with log files that documented the students' activities in the Kodetu game-based learning environment. Our research findings indicate some interesting associations between CT and Creativity. First, we found that creativity contributes to CT. Second, we found that CT is transferable across different domains. Finally, we found that Computational Creativity can develop and improve over time.

Children's drawings hold a contested place in archives of war. Often portrayed as unfiltered records of psychological impact on innocent young civilians, the same drawings are also sophisticated testimonies of agency. With child-artists creating their work within classrooms, families, and communities, this article offers an alternative reading of their historical significance. Children's art offers not simply a firsthand view of conflict but also a critical view onto the alliances and ideologies of the adults who guided their creation. Before and after the Spanish Civil War (1936-1939), after which Spain entered into several decades of National-Catholic dictatorship, psychologists and teachers used children's drawings to further educational projects toward both progressive and conservative ends. Across key nodes of conflict and postwar quietude, I ask how advocacy of children's art allowed teachers to practice what I call a form of pedagogical postmemory. Centering on Francoist-era education and the artists who created new openings for individual expression, the essay focuses on two educators, namely the artist Ángel Ferrant (1890-1961) and the novelist Josefina Aldecoa (1926-2011). Contrasting their paired views of children's art as a liberating, imaginative activity with that of the Francoist pedagogue Josefina Álvarez de Cánovas (1898-?), this study exposes how the same fundamental rhetoric of imagination and freedom could result in vastly different archives of children's drawings under dictatorship. Understanding children's art as bound up in wider social and political processes, it posits the seemingly neutral sphere of postwar art education as a key vehicle for pedagogical memory and historical recovery.

This work focuses on technological and educational outcomes that resulted from the production of foreign language educational videos by 90 pre-service instructors enrolled in an official Master's Degree in Secondary Education programme. This teaching practice, conducted during two consecutive years, was set in a ubiquitous learning environment with the intention of effectively linking digital technology with pedagogy by means of producing flipped classroom units. The findings reveal that these pre-service teachers successfully combined instructional dynamics with digital skills to produce flipped classes adapted to the young generation's needs. The classroom becomes, therefore, a more participatory learner-centred scenario with a variety of interactive and collaborative activities performed by foreign language students.

The objective of this research is twofold: first intending to assess the level at which students prioritize happiness; and second discerning how the experience of happiness affects the formation of their identity and their relationship with their environment, taking into account the values deduced from their perceptions, and understanding from where these values come, as well as how they are applied in their daily life. The findings indicate that students in fifth or sixth grade value happiness as a necessary aspect of life, derived from criteria such as health, and friends and family. The concept of happiness, however, is learned at home with parents and families.

The goal of this research project was to assess the effects of an intervention programme based on theatrical improvisation in three different groups of Asperger Syndrome adolescents. It was organised around 2 single individual case studies and one small group, which included 11 participants. Study 1: a 14-year-old female adolescent of high sociocultural level within a mainstreamed high-school group. Study 2: a 12-year-old male adolescent of low sociocultural level within a mainstreamed high-school group. Study 3: 9 adolescents, 14-19 years old, enrolled in an Asperger and Autism Association. Three different intervention programmes were implemented. All of them based on theatrical improvisation and focused on spontaneity and imagination. Open-ended questions, diaries and semi-structured interviews were used to assess the programmes' impact. Analyses of the data produced four major themes of balanced importance and several sub-themes: "expression" ("express oneself," "overcoming external judgement"), "creativity" ("spontaneity," "imagination"), "benefits" ("taking risks," "de-stressing," "motivation," "self-esteem"), and "socialisation" ("being accepted," "knowing the other participants," "being part of the group"). These findings indicated that theatrical improvisation can produce positive effects in Asperger Syndrome Adolescents.

Research Findings: The COVID-19 pandemic is leading to an unprecedented crisis worldwide. With schools closed, the frequency with which Spanish parents engage in home literacy activities with their children between the ages of 2 and 8 and the sociodemographic variables that influence this collaboration are unknown. The present research aimed to understand interactions among parents and children in the context of literacy activities at home. A total of 337 Spanish parents completed the Home Literacy Activities Questionnaire (HLAQ). Results from the reliability test showed a good adequacy and consistency (Cronbach's alpha 0.85), and a factorial analysis indicated all items could be grouped into four factors: reading activities, writing activities, digital literacy activities, and dialogic-creative literacy activities. A latent class cluster analysis, based on parents' factorial scores in the HLAQ and their sociodemographic data, suggested four discrete parental clusters: parents prioritizing writing activities, interested in practicing all type of literacy activities, willing to do digital activities, or ready to practice dialogic-creative literacy activities. All indicators and sociodemographic characteristics -- the children's age, the number of children in the family, and the parents' educational level -- were significant and discriminated among the parental clusters. The activities carried out with least frequency were dialogic-creative literacy activities and digital literacy activities. Practice or Policy: Schools, as well as researchers, must be intentional about engaging families who may not be aware of certain activities to support their young children's literacy skills, in times of crisis, for all children and families, for specific groups of families and children, and at varying grade levels.

More than 50 years since the introduction of the concept of divergent production, little progress has been made in the development of parsimonious theoretical models that sufficiently explain creativity. Recently, the optimal foraging theory has been used to explain the search for items in memory tasks, suggesting the correspondence between the ability to search in a real environment and cognitive search as an essential part of cognitive models. However, the relationship between external search and divergent thinking tasks has not been empirically tested. Eight hundred and fifty-nine children were evaluated through tasks that require the visual or semantic search of information. A confirmatory factor analysis model showed that several models presented good adjustment indices. The best fit presented was a model of two latent independent factors and a general first-order factor that shows that external search and divergent thinking tasks share common mechanisms. This data empirically supports the theoretical development of the concept of divergent production under a novel empirical and evolutionary perspective that relates divergent thinking with the external and internal exploratory capacity.

This article identifies the elements of social interaction that have a positive or negative influence on group work for participation in corporal expression activities. The study sample comprised 30 students from the Primary School Teaching Degree at Zaragoza University in Spain. There were 13 men and 17 women with an average age of 23.26 ± 1.22. Each student kept a teaching practice diary with comments on the 13 practical sessions on corporal expression which were part of the expressive-artistic physical activity module; a content analysis of the diaries was carried out. The Nvivo 11 program was utilised for statistical support. The results demonstrated that: (a) Social interaction facilitates the processes involved in group work activities; (b) Consensus, familiarity and the general agreement that all students were prepared to perform in front of the others were the most frequently mentioned elements that had a positive influence on the group work activities. The results of this study are relevant as they give us a better understanding of the elements of social interaction that have a positive or negative influence on group work. This knowledge can be used to develop pedagogic strategies and resources that stimulate and foment creativity.

The use of digital exhibitions in two advanced language and culture courses within a liberal arts curriculum provides an innovative pedagogical approach to promoting language learning and critical analysis. This article proposes a pedagogy to incorporate Maker-Centered Learning (MCL), the framework that emerged from a Harvard Graduate School of Education research project, Agency by Design (AbD) in 2012, into language courses. Through the lens of the three indicators ("looking closely," "exploring complexity," and "finding opportunity") and related descriptors put forward by the AbD project, the analysis of the two language courses--one French and the other Spanish--as case studies reveals how, despite differences in course objectives and design, they achieved similar results by (1) facilitating learner autonomy, (2) developing learner communities, and (3) fostering learning on a continuum by going beyond the classroom. We demonstrate that creative projects made possible through digital tools can generate opportunities for engaging with language, literature, and culture in ways that transform students into collaborators and creators of knowledge. This approach consequently displaces the MCL framework from its more traditional association with Science, Technology, Engineering and Maths (STEM) fields, and bolsters the claims of scholars who view the arts and humanities as equally fertile ground for its application. The pedagogical methodology detailed here could be replicated in any language classroom.

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and implemented within an intercreative environment. The methodology is quantitative and data collection was conducted using self-administered questionnaires with closed or semi-closed questions. This study includes the so-called sMOOCs, which stress intercreativity to work towards collective intelligence.

There has been an increasing body of research to uncover the relationship between creativity and intelligence. This relationship usually has been examined using traditional measures of intelligence and seldom using new approaches (i.e. Ferrando et al. 2005). In this work, creativity is measured by tools developed based on Sternberg's successful intelligence theory. Our aims were two-folded: to examine the relationship between intelligence and creativity and to investigate possible differences on the creative process depending on students' level of intelligence. A total of 385 students from primary and secondary schools took part in the study. Students completed 5 tasks from the Aurora Battery aimed to measure the synthetic-creative intelligence. They also completed the Cattell's general intelligence test. The results showed that there were statistically significant differences depending on students' level of intelligence on the five tasks of creativity, always favouring the more intelligent group. In relation to the creative process, the three groups (low, average and highly intelligent students) showed similar patterns: they performed better at the end and weaker at the beginning of mot of the tasks. Students with lower intelligence were more stable in their performance across tasks than students with average and higher I.Q were.

As a literature professor whose own research is at the intersection of literary and gender and women studies, in each of her courses, Diana Aramburu devotes a few weeks solely to the topic of gender violence and femicide. In this article, she documents her own teaching practices around these topics, and assesses the results of these practices by considering students' analytic and creative output during the course. Moreover, she discusses her use of a critical engagement model and an engaged pedagogical approach in addition to some teaching strategies that she employs to create a space where an open and yet respectful discussion of these topics can take place through literature. The examples she draws on in this article are from "Women Writers in Spain," a sixty-student upper-level undergraduate literature course that she teaches.

Introduction: The study of personality traits in creative students in the educational setting involves identifying them and then adopting the right educational response to the different creative profiles observed. Our aim, therefore, was to analyze the relationship between personality traits and creative abilities, and to inquire into which personality traits define students with higher creative potential, in a sample of adolescents, based on the Big Five model of personality (Costa & McCrae, 1992). Method: The sample was formed of 178 students who were enrolled in compulsory secondary education in the Region of Murcia (Spain). Ages ranged from 12 to 17 (M = 14.59; SD = 1.40), and 49.3% were male. The instrument used to assess creativity was the TTCT (Torrance, 1974), and the instruments to identify personality traits were the BFQ-C (Big Five Questionnaire for children; Barbaranelli, Caprara & Rabasca, 1998), in its Spanish adaptation (Del Barrio, Carrasco & Holgado, 2006), and the NEO-FFI (Revised NEO Personality Inventory, reduced version; Costa & McCrae, 2008). To assess differences in personality, we made three groups based on their level of creativity (high, medium and low). Results: The results showed that three personality traits were related to creative dimensions: Extraversion, Conscientiousness and Openness. At the same time, the most creative people presented significantly higher scores in the following personality traits: Extraversion, Conscientiousness and Agreeableness. Discussion and conclusions: Creative abilities in general were somewhat related to the personality traits. In particular, Extraversion, Conscientiousness and Openness were the dimensions most related to creativity. Of these, Extraversion and Conscientiousness were the most distinctive of a creative profile. Similar results were obtained by Chamorro-Premuzic and Reichenbacher (2008), Furnham (2015), and Szobiová (2006).

Cooperative learning techniques in teaching activities are becoming increasingly popular. Many studies have documented the benefits of these techniques, but fewer have analysed the factors affecting students' achievement. One of those factors could be the student's proactivity, since cooperative techniques require active involvement of students. Proactivity or proactive behaviour relates to pioneering behaviour, initiative taken to exploit new opportunities, and a leading attitude. This study analyses the influence of several aspects related to students' proactivity on knowledge construction in the context of cooperative learning. The aspects included in the proactivity framework are the student's creativity, locus of control, self-effectiveness, and motivation towards cooperative learning. These variables and their potential effect on knowledge construction in cooperative experiences are discussed. The resulting hypotheses are tested with data from students who participated in a jigsaw, and the results show the positive impact of the internal locus of control and self-efficacy, along with the fact that the student is attending the course for the first time.

In this paper we discuss social creativity in a particular professional context, that of education. We studied how collaborative design of educational digital resources inspired social creativity and the influencing factors during this collaboration amongst a group of designers made up of mathematics teachers, teacher educators and researchers with diverse expertise. The research was carried out in the framework of the MC2 European project (http://www.mc2-project.eu/, 2013-2016) aiming to develop a socio-technical environment for the design of digital resources fostering creative mathematical thinking. Through the functional combination of theories, we conceptualize and study the social creativity that occurs during the collaborative design process of a digital resource embedding mathematics into a story. The methodology comprises two main stages, one for setting the context and the other for studying social creativity. We bring to the fore the importance of the moderation of the group of designers, the ignition of ideas, the use of designers' complementary knowledge and expertise, and the limitation of our communication tool.

The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on "organic learning gardens," we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation.

The aim of this study was to carry out three intervention programs [i.e. balance intervention program (BIP), game based program (GBP) and drama learning program (DLP)] and to assess their effects on school-age children's cognitive (creativity, attention and impulse control) and motor (balance, aiming and catching) development. These functions were measured in 249 students. With regard to the cognitive functions, students of the GBP significantly improved their creativity and attention (p < 0.001, Effect size (ES) = 0.6 to 1.0, moderate), and students of the DLP improved their creativity, attention and impulse control (p < 0.001, ES = 0.4 to 0.9, small to moderate). Regarding the motor skills, both students of the BIP and of the GBP improved balance and catching results (p < 0.001, ES = 0.2 to 1.6, small to large). The results suggested that PE could be an accurate tool for improving students' cognitive and motor development, but each physical exercise type could have different effects.

The relationship between two-dimensional elements and three-dimensional objects is an abstract process which generates difficulty for learning. This ability can be improved with exercises designed to improve spatial abilities. Many of those exercises aim at offering a single solution with the result that they are not the most suitable for developing creativity. In this article, a preliminary study carried out during the 2016-17 academic year with students of the Masters in Teacher Training is described, where the video game Minecraft was used to conduct the activity 'The house of your dreams'. In this workshop, the aim was to work on three-dimensional space and also incorporate divergent thinking for the improvement of creativity. In order to verify the effectiveness of this new workshop, the results were measured with the TAEC test before and after the experiment. The results obtained show that the activity improves creativity.

To date, research in advertising has focussed almost exclusively on metaphor, with linguists and marketing scholars paying very little attention to alternative types of figurative expression. Beyond the finding that metaphor leads to an increased appreciation of advertisements, there has been surprisingly little research into how consumer response is affected by metonymy, or by metaphor-metonymy interactions. In this article, we present findings from a study that investigated the depth to which participants (n = 90) from a range of cultural and linguistic backgrounds (the UK, Spain, and China) were found to process 30 real-world adverts featuring creative metaphor and metonymy in multimodal format. We focus on the cross-cultural variation in terms of time taken to process, appreciation and perceived effectiveness of adverts, and on individual differences explained by different levels of need for cognition. We found significant variation in the understanding of advertisements containing metaphor, metonymy, and combinations of the two, between subjects and across nationalities in terms of (i) processing time, (ii) overall appeal, and (iii) the way in which participants interpreted the advertisements.

Introduction: Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method: For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results: The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions: Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study.

This case study presents the development of a research project in a third-year undergraduate course, Family Business Administration. The research project aimed at promoting research skills in students. The authors formed working groups of no more than six students, and each group had to select an original research topic after conducting a literature review. Students were guided by the teachers and provided with initial reading materials, as well as an activity rubric specifying the minimum requirements of a scientific paper. The activity evaluation consisted of two parts, a written article (group assessment) and an oral presentation (individual assessment). After the activity concluded, students were asked to answer an online satisfaction survey. Results showed students viewed the activity as positive and appreciated the chance to develop several competencies, including research skills. The authors conclude several objectives were achieved, including: familiarize students with scientific research; make sure students are cable of finding information through primary sources; have students apply the knowledge acquired during the course; promote responsibility in students; cultivate in students the capacity to summarize ideas and expose them in a reasoned way; have students learn from the experiences and knowledge of others; and develop in students the capacity to synthesize all that information. [This paper was presented at the "Jornadas Internacionales de Innovación Universitaria" ("JIIU") (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]

Introduction: A current review of the scientific literature reveals that creativity and learning are interrelated; learning is a creative process that involves fundamental, significantly personal changes at all stages of education, but especially in higher education, where it promotes university students' future employability. The objective of this study was to analyze the relationship between creativity and academic achievement as a measure of learning. Method: The sample was composed of 100 university students in Primary Education teacher training at the University of Castilla la Mancha (UCLM) (40% male and 60% female), between the ages of 19 and 24 years. All participants were administered the PIC-A test to assess creativity and they reported their university admissions test score as a measure of academic achievement. Descriptive statistics, Pearson correlations and multiple linear regressions were used. Results: The results showed a significant positive correlation between the university admissions test score and general creativity, narrative creativity, fantasy, fluency and flexibility. Moreover, general and narrative creativity as well as fantasy, fluency and flexibility predicted academic achievement. Discussion and conclusions: These findings have educational implications for improved learning in preservice teachers, seeking to equip them with creative teaching strategies and to improve their employability.

The growth of technologies makes necessary redefining higher education. Students nowadays are more prepared to look up information all around the meanings, so we have to deal with new ways of teaching and collaboration. The creative capacity they show, and our background in art an art education are enabling new ways of learning and teaching. Some years ago in our School of Engineering, an association called Etsidi-Design was born and it has been able to mobilize hundreds of students. Since then they have been participating in active projects from different fields. This association is not only focused on design, but also on engineering technology, culture, art and other events related to the human behavior and interest. Our attention, as teachers, has been to collaborate together and to promote an horizontal learning with artistic projects, facilitating the means of our School and learning them to know and integrate their curiosities. The result of this collaboration has been to involve them to participate in the proposals of our classes in the Degree in Engineering in Industrial Design and Product Development. Teachers have to facilitate new ways of learning, approaching students to their reality and preferences in learning. Our proposal is based on the sense of taking advantage of all the knowledge students have, so as to help them to extract it so they will be better prepared to their professional career.

Evidence suggests that moderate physical activity (PA) positively relates to creativity and emotional intelligence (EI) in adolescents. However, it is unknown whether cooperative PA (physical exercises in pairs or small groups to enhance motivation, self-efficacy, and pro-social behaviours), performed over less time but at higher intensity, could have similar effects within a school setting. The aim was to analyse the effect of cooperative high-intensity interval training (C-HIIT) on creativity and EI in adolescents aged 12-16 years, and whether improvement effects are different according to weekly PA level. A randomised controlled trial was conducted with a control group (CG, n = 94), which did static stretching, and an experimental group (EG, n = 90), which performed C-HIIT. Both groups performed the activity during 16 minutes at the beginning of physical education (PE) classes. Creativity was assessed with one factor, and EI through four factors (well-being, self-control, emotionality, and sociability). Age and body mass index (BMI) were used as confounders. Both were measured twice (baseline and after 12 weeks). The EG increased well-being and sociability factors after the C-HIIT programme (both p < 0.001). More specifically, inactive adolescents in the EG showed significant improvements in comparison to the CG in creativity, well-being, and sociability (p = 0.028, p < 0.001, and p < 0.003, respectively). However, we did not find changes among active adolescents. A programme of C-HIIT in PE is a novel strategy to improve creativity and EI, especially in physically inactive adolescents. Starting PE classes with 16 minutes of C-HIIT could be recommended, independently of other activities planned for the session.