Teaching for Fostering Creativity in Higher Education for Facing The Global Competition : A Systematic Literature Review

Abstract

This study aims to analyze the facilitators and barriers that influence teaching to foster students' creativity in higher education and how the implementation made by the university encourages creativity in students. This study used the systematic literature review method with PRISMA procedure based on the following criteria: The literature was published in Taylor and Francis and ProQuest from 1997 to 2022 and written in English. Literature extraction and synthesis were carried out from 19 articles and then analyzed using content analysis. Results showed more factors, namely teacher beliefs, positive attitudes of teachers toward creativity, collaboration in learning, group discussions, providing training, lecturers teaching method to instill a growth mindset, providing assessments according to actual situations, and the use of technology that encourages lecturers to foster creativity rather than the barriers. In addition, the implementation made by universities for fostering creativity includes training programs and using various technology-based creative applications adapted to the characteristics of the major disciplines.

Características de la enseñanza favorable para la creatividad en una muestra de los docentes universitarios

“…En este aspecto algunos autores indican que la atención hacia la creatividad en la educación superior es un asunto más reciente en comparación con la educación básica primaria y secundaria, lo cual podría incidir en el hecho de que los docentes universitarios no prestan debida atención a este aspecto en su enseñanza (Normawati & Kurniawati, 2023). Otro asunto relacionado con esta situación podría ser la propia creatividad de los docentes, ya que los estudios indican que es de crucial importancia que el docente sea creativo para poder aportar al desarrollo de las metodologías innovadoras y al mismo tiempo ofrecer un ejemplo del pensamiento creativo a los estudiantes (Li et al, 2022;Fischer & Barabasch, 2020;Wang & Burdina, 2023;.…”