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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.

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative thinking in young children and helping them express their creative abilities. SCAMPER encompasses seven thinking skills: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse/Rearrange. The program consisted of 20 interactive games where participants were encouraged to think in novel ways through playful questioning, fostering diverse thinking skills. This quasi-experimental study utilized the Jordanian version of the German Test for Creative Thinking-Drawing Production, with its psychometric properties verified for kindergartners. Data were gathered from one kindergarten, with a sample of 62 children randomly assigned to two groups: an experimental group of 30 children and a control group of 32 children. Means and standard deviations were calculated for the pre- and post-test results, and an analysis of covariance was conducted to investigate the effectiveness of the intervention at the 5% significance level. The findings revealed a statistically significant effect of the intervention on creative thinking development among the experimental group. Based on these findings, interventions aimed at enhancing creativity in early childhood are recommended.

Generic competency development activities (GCDAs) help students develop critical thinking, problem-solving, innovation, creativity, communication and social skills. This study evaluated students' acceptance of a machine learning-assisted recommendation system (MARS) developed to recommend GCDAs for students in a higher education institution. This study adopted a quantitative approach to evaluate the higher education students' perceived usefulness of MARS based on a new appropriate model derived from three widely used models related to technology adoption and leisure activities. In August 2023, the participants of orientation for freshmen were invited to complete an online questionnaire after they tried MARS. 351 valid responses were analyzed using multiple regression. The results revealed that the students positively perceive accepting MARS as a useful tool for choosing GCDAs and indicated the students' perceptions were affected more by their programs of study, career development and personal interests than by social influence and facilitating conditions on their selection of GCDAs. These findings based on the new model provide implications for the implementation of education technology for generic competency development.

This study explores the relationship between childhood trauma and malevolent creativity in college students and examines the chain mediation roles of positive parenting and resilience. Data is collected through survey questionnaires in a quantitative research approach. The SPSS macroprocess 4.2 and SPSS 27.0 are used for data analysis. The sample consists of 860 participants from eight universities and vocational colleges across four provinces in China. The findings indicate that childhood trauma significantly predicts malevolent creativity in college students. Positive parenting and resilience mediate this relationship forming a chain mediation effect. Positive parenting enhances resilience which in turn reduces malevolent creativity. The results highlight the importance of positive parenting and improved resilience in mitigating the negative impacts of childhood trauma. This study confirms the significant influence of childhood trauma on malevolent creativity and highlights the chain mediation roles of positive parenting and resilience. The findings provide valuable insights for developing interventions to promote mental health and prevent malevolent behaviors among college students.

The purpose of this article is to examine the effects of STEM (Science, technology, engineering, and mathematics) education practices carried out at the primary school level in Turkey on various learning outcomes. The systematic review method was employed to accomplish this purpose. This study examined whether 30 comparisons from publications found through database searches and meeting the inclusion criteria revealed a significant difference. The analyses conducted led to a finding that STEM education used in primary schools had favorable and statistically significant effects on attitude towards STEM (f=6), academic achievement in a science course (f=5), 21st-century skills (f=2), interest in careers in STEM fields (f=2), scientific creativity (f=2), basic skills (f=2), entrepreneurial skills (f=1), social skill (f=1), reflections on the nature of science (f=1), STEM perception (f=1), and Scratch achievement (f=1). On the other hand, the study's findings showed that these practices did not produce a statistically significant difference in academic achievement in mathematics courses (f=1) and reflective thinking skills toward problem-solving (f=1). Additionally, the study's findings showed that 2 practices created a statistically significant difference in the positive direction on problem solving skills, and 2 practices did not create a statistically significant difference.

This study aims to develop an augmented reality (AR) board game for teaching atomic models and measure its effectiveness from the student's point of view. The Analysis, Design, Development, Implementation, and Evaluation model was used to create the AR board game to help achieve the study objectives. The study collected data from three focus groups, each one consisting of 8 students, as well as a questionnaire distributed to a sample of 30 specialists. Qualitative analysis was used on the reflective writing of a sample of 20 female students from Kferit's Secondary Girls' school upon experiencing the educational product to measure the study's effectiveness. The study findings revealed the great credibility of the educational product and its effectiveness in promoting creativity, innovation, communication and collaboration skills, and information literacy; as well as improving student motivation in a more entertaining learning environment.

This study attempts to provide a comprehensive overview of criteria for making a significant contribution to the body of knowledge. Authors propose a unique perspective of viewing such contributions as a combination of art and science, focusing on specific criteria such as rigor and relevance, novelty and originality, unity and form. While science-related criteria are based on formal logic and scientific methodology, equally important art-related criteria are based on creativity and congruency. The proposed classification may be useful for both academics and practitioners representing various disciplines. It provides researchers with a practical recipe for making significant contributions to the body of knowledge and offers a way to understand better and evaluate such contributions. Additional essential ingredients such as quality, balance, and timing are also discussed.

Various similar primary studies report varying impacts of applying blended problem-based learning (Blended PBL) in improving students' 21st-century skills. This study aims to group similar studies on the effect of blended PBL on students' 21st-century skills in science learning through meta-analysis. In addition, studies were analyzed on variations in models, education levels, subjects, and 4C skills. There are 44 articles worth analyzing. The data was analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The results of the analysis show that science learning with blended PBL improves 21st-century skills that are better at science learning than other learning (g = 0.617, 95% Cl 0.296-0.937, p < 0.001, I[superscript 2] = 96.861%). Analysis of moderator variables showed that in the variation model, level of education, subjects, and 4C skills, there was a significant effect. These findings confirm that blended PBL is efficiently used to train students' 21st-century skills in science learning.

This paper presents a study conducted in a Greek Elementary school and explores the impact of Digital Storytelling (DST) on developing children's second language (L2) writing skills and their intercultural awareness. The development of digital technologies has enabled the use of different multimedia tools to reconfigure traditional storytelling. The researchers' aim was to reinforce a learner-centered approach to the teaching of writing by provoking influence in innovation of pedagogical practices that personalize learning. L2 learners of diverse cultural backgrounds attending the fifth grade (n = 21) of a Greek state elementary school, were involved in composing, sharing and reflecting upon stories from their own cultural backgrounds. The researchers built an interculturally-oriented language framework for better addressing young learners' literacies, ensuring they work in a stimulating environment, spending time online and engaging with digital applications. Qualitative and quantitative mix methods were used to estimate the feasibility of the intervention, including a pre- and post-test, teachers' journals and focus group discussions with the L2 learners. Variables of the study were fifth graders in the context of an elementary school in Greece (independent variable) and their writing skills in Greek as a second language (dependent variable). Data processing, by means of a pre- and post-test, revealed that the DST approach provided students with opportunities to acquire improved communicative competence through writing creatively. Journal data indicated that DST application in a game-based context enhanced task engagement, encouraging young learners to use interactive media in a digital environment. Young learners' intercultural competence development was also shown to be supported through the DST approach. In the focus group discussions, participants stated their interest and satisfaction in the approach and the methods applied. All in all, the results imply that the approach implemented has the potential to be used as a meaningful technology integration approach as far as language teaching and learning is concerned. The findings additionally explore pedagogical implications for future teaching practices in order to enhance and extend the approach and methods employed.

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLS-SEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching.

This article is a case study of students' labor competence in two different educational tracks from the Guangxi University of Foreign Languages. According to research findings, there was no significant difference in the overall level of labor competence between ordinary undergraduates and vocational students, and there were disparities in labor competence in specific dimensions, including labor consciousness, labor knowledge, labor qualities, and labor creativity, between the two groups. Ordinary undergraduates significantly outperformed vocational college students in the dimension of labor consciousness, whereas the latter scored higher in the dimension of labor knowledge. Both groups scored poorly in terms of labor creativity. Also discussed is the importance of cultivating innovation ability, building labor knowledge, shaping labor values, and improving off-campus labor education participation among college students.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

This study investigated the perceptions of Thai secondary school students regarding the importance of 21st-century skills, specifically focusing on the 4Cs: creativity, critical thinking, communication, and collaboration. The study employed survey research using a 68-item online questionnaire via Google Form, which was distributed to 146 ninth-grade students at a school in Thailand during the 2024 academic year. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations. The findings reveal a strong positive perception of all four 4Cs skills, with over 72% of students recognizing their importance. Communication skills emerged as particularly significant, receiving the highest agreement rating among the 4Cs (M=3.62). This emphasis on communication suggests a potential focus on these skills within secondary education, highlighting the need for continuous development throughout a student's academic journey. Although creativity and critical thinking also received a mean of 3.61, collaboration skills, while still viewed favorably, had a slightly lower agreement mean (M=3.60). This suggests a potential need for further exploration of collaborative learning environments within the school setting. These insights from the findings can inform targeted improvements in educational practices, particularly by developing curricula directed at promoting communication-focused activities and more effective collaborative strategies, to better prepare students for future academic and professional challenges.

This study was based on an innovation project at the university level with English as a Foreign Language pre-service teachers. This experience was implemented with several language levels in different academic periods of the programme. The project aimed to apply a technological tool such as StoryboardThat, in contrast to the traditional pen-on-paper test, so that students could develop a zest for reading, allowing them to use it themselves and apply it in their teaching practices. After learning how to use the platform, they worked using a fiction novel assigned. In groups, they created three to six scenes summarizing one chapter and presented it to their peers. They stated that the project helped them improve their reading skills and inspired them to read more and use other similar platforms as an alternative in their future teaching practice. This pedagogical experience demonstrates that teachers foster a more positive attitude toward reading by integrating creativity into reading comprehension; it also equips pre-service teachers with practical tools and collaborative techniques they can apply in their future EFL teaching practice.

This quasi-experimental research aimed to describe the syllabus design process using the "backward design model" and its features to determine the teacher candidates' perceptions of its application in the English Skills Development course. To achieve these objectives, the syllabus based on the BDM was designed before starting the course; after that, it was applied to sixteen students enrolled in a teacher preparation program at a Hungarian university in Budapest. At the end of the course, the participants developed sixteen final projects related to the main topic of the course, teaching English as a Foreign Language in Hungary and following the Goal, Role, Audience, Situation, Product, Standard (GRASPS) framework to conduct authentic performance tasks. This research method involves collecting data through written reflections, focus-group interviews and content analysis of the conducted performance tasks. The results show that BDM and authentic performance tasks can be used as a coherent, organized, and flexible syllabus design that supports EFL students by providing differentiated instruction to foster their English skills, creativity, problem-solving and critical thinking skills, long life and autonomous learning, and digital competencies. Furthermore, the results of the study make an essential contribution to the context of EFL by suggesting that planning the syllabus based on the BDM creates strong connections between course objectives, assessment, content, teaching strategies, and technology, thereby offering a practical framework for educators to enhance their teaching practices in the digital age.

An animation-based drawing learning model involves simple animation from the beginning to the end of the drawing, with the teacher acting as a facilitator and guide. The research is based on the fact that there are still many children who have difficulty expressing themselves through their drawings due to low imagination. The goal of this study is to develop a practical drawing learning model based on animation for children. 153 children aged 5-6 years participated in this study. An observation sheet was used to collect data on the shape and color of objects in children's drawings. Both qualitative and quantitative data analysis was utilized. The results revealed that limited trial, large scale trials, and wide-scale trials have a positive effect on children. The impact has been observed to exhibit a rising pattern. The results showed that the animation-based drawing learning model can be implemented in children 5-6 years old to stimulate drawing artworks.

Since the 1950s, educational literature has explored the potential of translating art criticism into classroom practices. This eventually led to the emergence of educational criticism as a distinctive form of inquiry in the 1970s. However, despite its potential for exploring educational experiences and evaluating educational programs, educational criticism remains a relatively underutilized research method within the education community. It is hypothesized that educational researchers are not adequately equipped with the specialized knowledge and technical skills required for constructing an educational criticism. Based on this understanding, this paper aims to clarify what educational criticism is, how it can be used, and what criteria should be used to evaluate its quality. Methodologically, educational criticism is a type of arts-based educational inquiry that is conducted to understand and explore the characteristics, meaning, and/or value of an educational event. Researchers employing this method act as educational connoisseurs who employ the art of criticism to make public their observations of educational practices. These observations are organized through four interrelated features: description, interpretation, evaluation, and thematic analysis. To ensure the trustworthiness of educational criticism, scholars have proposed four core criteria: structural corroboration, consensual validation, referential adequacy, and instrumental utility. This analytical framework enables educational researchers to utilize educational criticism as a tool for exploring educational experiences and evaluating educational practices.

The development of lexical competence in foreign languages is one of the skills that presents difficulties in the teaching-learning process, as it requires stimulation and retention on the part of the student and creativity from the teacher. In this sense, digital resources emerge as a conducive means to promote new knowledge and consolidate acquired vocabulary. In this context, the present research aimed to determine if digital comics influence the development of lexical competence in English in virtual environments at the higher education level. Methodologically, an experimental design divided into three phases (pre-treatment, treatment, and post-treatment) took place with a sample of 60 students during the autumn of 2023. The results demonstrated an association between digital comics and lexical competence development variables, influencing lexicon acquisition, experiencing creativity, dynamism, and language involvement. Besides, comics supported by Canva, Makebeliefscomix, and Pixton applications contributed to students' cultural, linguistic, and communicative repertoire. Concurrently, users' confidence increased through gradual and systematic recovery, use, and inventive writing activities. Supports such as images, dialogues, characters, and colors encouraged the retrieval of words for subsequent use. In this way, the cognitive process of recall ceased to be merely memorising to transition to a level of long-term significant comprehension. In conclusion, digital comics were plausible for encouraging practical, flexible, and playful vocabulary improvement in a virtual environment.

The purpose of this study was to examine the level of knowledge and skills related to food decoration, and to identify consistent study activities for each academic year in the food service industry's student program through correspondence analysis. The population was 304 people. The results demonstrated a high level of knowledge and behavioral learning in the area of artistic skills. An analysis of the correlation between the academic year and activities aimed at enhancing knowledge, skills, and creativity in the art of food decoration revealed that the 1styear students engaged in activities related to analyzing food decoration design, the 2nd year students focused on the fundamentals of food decoration, the 3rd year students explored visual elements and art principles in food design and decoration, and the 4th year students assessed their ability to design food decorations before class. Activities to enhance art skills involved 1st year students participating in exhibitions, 2nd year students participating in artificial decoration activities, and 3rd and 4th year students participating in culinary workshops and learning about food decoration techniques. Activities to enhance creativity involved the 1st and 2nd students creating images from points, the 3rd students participating in art camp activities, and the 4th students learning how to add value to food through plating and photography

Purpose: ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods: This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings: The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value: This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.

Creativity in biology education is a crucial aspect that enhances students' understanding of the subject. It consists of several indicators (fluency, flexibility, originality, and elaboration), which can also be used as measuring tools for creativity. This study aimed to determine the influence of the Problem-Oriented Project-Based Learning (POPBL) model in fostering creativity among high school students. The experiment was conducted in April until June 2023. The participants of this study consisted of 10th-grade students from State High School 1 Grogol. The cluster random sampling technique selected X6 as the control and X7 as the experimental classes. This was a quasi-experiment with a Pretest-Posttest Control Group Design, in which two groups were chosen randomly where the classes had previously been tested for equality first. The analysis employed was an analysis of the covariance test. The statistical analysis revealed that students' creativity in the experimental group was significantly higher than in the control group. Based on this study, we conclude that the POPBL model significantly improved student creativity. We suggest that with higher creativity, students will be able to solve the problems they face in life better.

By using the feminist imaginary as a pedagogical tool for resistance and change, an experience of activism within the university context in Naples, Italy is explored. The article focuses on the potential transformative power of art as catalysis for deeper level emotional and spiritual learning transformation. The aim is trying to inspire critical conversations to rethink spaces and practices that allow community care, and conditions that include authenticity, resonance, reflection, and freedom. Engaging in the arts, aesthetics, and creative practices can contribute to a sense of hope, agency, and possibility with the potential to provide avenues for creative expression and innovation. Sharing narratives of possibility and engagement with the arts can promote community connections. This article highlights the way artistic practices contributed to the creation of a dynamic and inclusive creative landscape that challenges established norms while encouraging creative and critical thinking.

The role of creativity in teaching gifted children is essential for gifted students to develop their high abilities and creative potential. Teaching and fostering creativity and creative thinking within other academic domains can provide opportunities for excellence and achievement within students' talent development and interests. This manuscript aims to highlight research participants' perceptions of teaching strategies and the importance of creativity in the development of gifted students. These perceptions were captured utlizing a qualitative, case-study design approach whereby the data was collected through semi-structured interviews and observations, and these data were analyzed through an exploratory analysis approach. Findings revealed that the perceptions of the selected participants (three gifted students, two mothers, five teachers, two principals, and one educator) are in line with the recommendations of experts in the field of creativity and giftedness. Implications for educators are discussed, including creating an environment that is responsive to the needs of gifted students and their creativity and cultivating a psychologically safe school space, that promotes the development of creative potential.

This article presents a study on the development of art environments for young talented artists across 4 municipalities in the western part of Jutland, Denmark. Within this context and based on systems thinking, neosystems thinking and a holistic ecological approach to talent development, the researchers identify and describe three transcontextual art talent environments (Off-Track, Film, Show-up). Based on the neo-systemic concepts of symmathesy (Together-learning), the pivotal point in this study, was to identify organizational markers in the development of a strong talent infrastructure across the municipalities. This to enable and cultivate the artistic potential of young people. The research question of the study was: "Which organizational markers cultivate the development of art talent environments in the context of four Danish municipalities in the western part of Jutland?" The study is based on interviews with seven different public servants from different municipalities in the western part of Jutland and build on a prior research regarding young artists within different artistic fields and their instructors. Through a generic thematic analysis, four organizational markers were identified (organizing, strategizing, license to operate, and creative places). The paper argues that an orientation towards environments as a symmathesy and towards organizational markers can help organizations improve artistic talent environments across municipalities. Further, the role of public servants as talent stewards is discussed in the discussion.

To celebrate the 10th anniversary of the "International Journal of Talent Development and Creativity," I return to the vision of the publication, by understanding what it means to develop talent and creativity in the 21st century. This paper celebrates the development of talent in the context of an arts education for neurodiverse students. Often talent is overlooked in pedagogies of neoliberalism, as the ethos for universities favour the market forces of competition and survival. In particular, post-1992 universities, face fierce competition for students due to market saturation. Students' needs have been forgotten in unethical recruitment practices that are disguised as increased access. Unfortunately, it is to the detriment of welfarism and what bell hooks terms 'the care of the soul'. This paper partly explores the current milieu, at university to contextualise the tenacity, resilience and vulnerability of those working and learning. Here talent and development are encouraged in young people, who have hitherto been marginalised and disadvantaged. It celebrates the successes, facilitated in part by the mediation of a small team of study skills support workers, including the author. Accordingly, a feminist approach engages auto-ethnography, and psychosocial spaces of the imaginary. Borrowing from the oeuvre of "Feminism, Adult Education and Creative Possibility: Imaginative Responses," woven within the threads of this theory are small vignettes, art and poetry by one study skills support worker and the author. Speaking from the lived experience of being a child from a working-class background who is neurodiverse, I understand what it means to be marginalised in the English system of education. From the experiences of the support worker and me, this paper explores the 'student journey' within the context of inclusion in higher education, followed by an exploration of creative practices and reflections.

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.