Unlocking Creativity: Exploring the Impact of Design Thinking on Creative Self-Efficacy
Article Sidebar
Main Article Content
Abstract
Creative thinking has become an essential skill for students to navigate the digitally driven and competitive professional landscape in recent years. Employing a mixed-methods, quasi-experimental research design, this study reports on an intervention using design thinking as a creative thinking training program for undergraduate students. Quantitative results showed significant increases in creative self-efficacy (p = .001, d = .86) and use of creative cognition (p = .002, d = .79) following the intervention. Qualitative analysis of student reflections provided insights into the mechanisms of these changes, suggesting that design thinking training helped students 1) reimagine creativity as a skill set rather than a trait 2) act creatively without defining themselves as inherently creative and 3) not necessarily become a more creative person but more equipped with a problem-solving toolkit. The findings are discussed through the lens of social cognitive theory and used to advance implications for creative learning pedagogy to be integrated in higher education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.