Analyzing of the Effectiveness of Contemporary Learning Approaches in Fostering Creativity in Education

Document Type : Research Paper

Authors

1 Art Studies Department, Faculty of Theories and Art Studies, Iran University of Art, Tehran, Iran

2 Art studies Department, Faculty of Theories and Art studies, Iran university of Art, Tehran, Iran.

Abstract

Broad changes in the global community have heightened the importance of educational quality. Consequently, traditional learning approaches require reconsideration to align with these transformations. This shift has led contemporary learning approaches to increasingly favor more dynamic and learner-centered methods. In parallel with these changes, creativity has received greater attention and has become a critical factor in fostering critical thinking, problem-solving, adaptability, and innovation. From this perspective, questions arise regarding the effectiveness of contemporary learning approaches and their focus on creativity and its development. This study aims to investigate the extent of this relationship within contemporary learning approaches to evaluate their efficacy in nurturing creativity. The research adopts a qualitative approach and employs inductive reasoning. The required data were collected through document analysis as one of the techniques of library studies. The analysis was conducted based on content analysis using MAXQda software. The findings revealed that each approach addresses certain aspects of creativity indicators; however, the characteristics of Gamification-based learning approaches, and then transformative and experiential learning approaches, exhibit greater overlap between the components involved in creativity and their own features. Therefore, adopting an integrated approach to enhance aspects of creativity in learning can prove effective.

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Journal of Studies in Learning & Instruction
Volume 17, Issue 2
September 2025
Pages 54-35

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History

  • Receive Date: 09 April 2025
  • Revise Date: 17 October 2025
  • Accept Date: 25 October 2025
  • First Publish Date: 25 October 2025
  • Publish Date: 23 September 2025

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