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With heightened uncertainties and risks in the fluctuating business environment, existing studies have concentrated on elucidating how service organizations leverage human resource practices to adapt to and survive such unforeseen and disruptive threats. However, how such practices could serve the strategic objective of cultivating a sustainably thriving workforce across different situations is not well understood. Thriving is a core transitional state that fosters positive behaviors, such as creative customer‐related problem‐solving. Applying social information processing theory, we propose and test a model by exploring how organizations that engage in thriving‐oriented human resource management (HRM) encourage employees to take responsibility and promote constructive change, thereby activating their creative problem‐solving behaviors. Specifically, we theorize and develop measures to promote thriving‐oriented HRM in Study 1. In Study 2, we collected multisource and multi‐wave data from 296 frontline service employees and 45 supervisors in China. Our findings reveal that thriving‐oriented HRM is positively related to felt responsibility for change, which ultimately encourages creative problem‐solving. We also show that the threat imposed by a crisis, that is, the COVID‐19 pandemic, strengthens the positive relationship between thriving‐oriented HRM and felt responsibility for change. Our study contributes to the HRM literature, especially on thriving‐oriented HRM and employee perception, and has practical implications for service organizations in the uncertain context. [ABSTRACT FROM AUTHOR]

This study presents a pioneering curriculum that integrates software coding into dance education, addressing the increasing need for interdisciplinary approaches within the field. Utilizing the Analytic Hierarchy Process (AHP), three foundational competencies are identified: Dance Data Analysis and Digital Expression, Creative Digital Dance Design, and Digital Dance and Software Coding. These competencies inform the development of three innovative courses – Dance Data Innovation, Tech-Inspired Movement Design, and Code-Driven Choreography – each designed to cultivate advanced creative problem-solving and critical thinking by merging dance with technological practices. The inclusion of ‘maker competencies’ – the iterative processes linked to digital design and coding – underscores their relevance in contemporary educational contexts, providing students with novel frameworks for artistic exploration. Rather than offering a prescriptive model, the curriculum invites further empirical investigation into its impact on student learning, career trajectories, and the future of dance education. This initiative emphasizes the essential role of digital tools in fostering innovation and adaptability, preparing students to navigate the evolving challenges of a digitally interconnected world. [ABSTRACT FROM AUTHOR]

Student-student interaction is often overlooked, yet it plays a crucial role in the learning process. Teachers’ guidance in facilitating these interactions can significantly influence students' attitudes toward the subject and their perceptions. This study investigates pre-service teachers’ perceptions of student interactions within a creative problem-solving (CPS) framework using the Initiation-Response-Feedback (IRF) model. Qualitative data were collected through in-depth interviews, artifacts, and voice recordngs, The study involved 46 pre-service teachers, 6 males and 40 females, they are undergraduate students enrolled in the Curriculum and Material Development course. The results indicate that the CPS and IRF models effectively enhanced interaction, collaboration, and critical thinking among pre-service teachers. The dynamic classroom environment fostered by these models encouraged students to engage actively with their peers, respond positively to challenges, and generate innovative ideas. Peer feedback was particularly valuable, allowing for the maturation of concepts and deeper exploration of project content and learning media. Overall, the integration of the IRF model with CPS not only improved student interaction but also facilitated a collaborative atmosphere conducive to intellectual growth in an English as a Foreign Language (EFL) classroom. This study highlights the importance of structured student interactions and provides insights into effective teaching strategies that can enrich the learning experience.

Purpose - The purpose of this study was to evaluate the effectiveness of creative problemsolving methodologies, such as TRIZ, in boosting design creativity in high school students in China, considering the role of the teachers' self-efficacy in implementing such interventions. Design/methodology/approach -The study employs an experimental or quantitative research methodology to systematically assess the efficacy of the TRIZ intervention and explore the factors characterizing the integration of creative applied methodologies into educational practice. Results demonstrate a significant increase in students' design creativity following the TRIZ intervention, as evidenced by pre- and post-intervention assessments. Findings - The study reveals a strong correlation between teacher self-efficacy and the effective implementation of TRIZ. Teachers with high self-efficacy in teaching TRIZ were more likely to create learning environments that enhanced student creativity, thereby maximizing the intervention's impact. Conversely, teachers with lower self-efficacy showed resistance to incorporating TRIZ into their teaching practices, potentially compromising its effectiveness. This study demonstrates the significant potential of the TRIZ methodology for enhancing the design creativity of high school students in China. Research limitations. The study has limitations because of its geographical concentration on the Chinese students and teachers. Future research could look into additional regions to validate this notion. Practical implications - For effective implementation of TRIZ, teachers should prepare their teaching material that incorporates TRIZ principles systematically. [ABSTRACT FROM AUTHOR]

Abstract The KidGen Collaborative's Policy Implementation Workshop 2023 celebrated the 10th anniversary of Australia's first kidney genetics clinic in Brisbane. This event marked the establishment of a national network now comprising 19 kidney genetics clinics across Australia, all dedicated to providing equitable access to genomic testing for families affected by genetic kidney diseases. The workshop reflected on past progress and outlined future objectives for kidney genetics in Australia, recognising the collaborative efforts of clinical teams, researchers, and patients. Key insights from the workshop are documented in the proceedings.

Operating in an increasingly changing business environment presents modern managers with complex problems that require creative solutions. This study delves into applying the 16 Habits of Mind (HoM) as a framework to enhance creative problem-solving competencies among managers. By conducting an exploratory qualitative research study through semi-structured interviews with 21 managers from different functional areas within the agricultural industry in South Africa, we examine the relevance of these habits when solving business problems. Our findings uncover a nuanced prioritization of these habits, with persisting, learning continuously, and listening with understanding and empathy emerging as top-ranked in management sciences. This research contributes to the theoretical discourse on managerial skills and effective problem-solving techniques. It provides practical implications for managers' training and development in this context and other emerging markets. These findings emphasize the necessity of nurturing a diverse range of thinking skills among managers to foster resilience, flexibility, and creativity by innovating in contemporary business.

The rapid advances in generative artificial intelligence (AI) open up attractive opportunities for creative problem-solving through human-guided AI partnerships. To explore this potential, we initiated a crowdsourcing challenge focused on sustainable, circular economy business ideas generated by the human crowd (HC) and collaborative human-AI efforts using two alternative forms of solution search. The challenge attracted 125 global solvers from various industries, and we used strategic prompt engineering to generate the human-AI solutions. We recruited 300 external human evaluators to judge a randomized selection of 13 out of 234 solutions, totaling 3,900 evaluator-solution pairs. Our results indicate that while human crowd solutions exhibited higher novelty—both on average and for highly novel outcomes—human-AI solutions demonstrated superior strategic viability, financial and environmental value, and overall quality. Notably, human-AI solutions cocreated through differentiated search, where human-guided prompts instructed the large language model to sequentially generate outputs distinct from previous iterations, outperformed solutions generated through independent search. By incorporating "AI in the loop" into human-centered creative problem-solving, our study demonstrates a scalable, cost-effective approach to augment the early innovation phases and lays the groundwork for investigating how integrating human-AI solution search processes can drive more impactful innovations. Funding: This work was supported by Harvard Business School (Division of Research and Faculty Development) and the Laboratory for Innovation Science at Harvard (LISH) at the Digital Data and Design (D3) Institute at Harvard. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.18430. [ABSTRACT FROM AUTHOR]

Media multitasking is widespread, yet its relationship with creativity remains unclear. This study employs a combination of measures, including the media multitasking questionnaire, alternative uses task (AUT) for divergent thinking, Chinese compound remote association task (CCRAT) for convergent thinking, and a creative problem-solving task, to examine the relationship between media multitasking and creativity. Extreme values grouping [one standard deviation above or below the mean of the media multitasking index (MMI)], median value grouping, and regression analysis were used to explore the relationship between media multitasking and creativity. The results revealed the following findings: (1) across the three analysis methods, there was no significant relationship between media multitasking and performance on the AUT task. However, within the range of one standard deviation above or below the mean of the MMI, media multitasking showed a significant positive correlation with fluency, flexibility, and total scores on the AUT task. (2) Media multitasking significantly predicted the accuracy of responses on the CCRAT task positively. (3) Media multitasking significantly predicted lower scores on the applicability of creative problemsolving tasks. [ABSTRACT FROM AUTHOR]

The KidGen Collaborative's Policy Implementation Workshop 2023 celebrated the 10th anniversary of Australia's first kidney genetics clinic in Brisbane. This event marked the establishment of a national network now comprising 19 kidney genetics clinics across Australia, all dedicated to providing equitable access to genomic testing for families affected by genetic kidney diseases. The workshop reflected on past progress and outlined future objectives for kidney genetics in Australia, recognising the collaborative efforts of clinical teams, researchers, and patients. Key insights from the workshop are documented in the proceedings. [ABSTRACT FROM AUTHOR]

Sustainability is increasingly becoming a strategic focus in management education, highlighting the need for creative problem-solving skills to prepare students for environmental and social challenges. Although creative problem-solving is regarded as effective for addressing sustainability issues, empirical research on its impact in enhancing sustainability awareness and problem-solving skills among management students is limited. This study aimed to integrate the creative problem-solving instructional approach with the development of sustainability awareness among graduate students in education management. A mixed-method approach guided the research, utilizing a non-equivalent quasi-experimental design with questionnaires and interviews for data collection. Purposive sampling was used to select 75 master's students, with 39 in the experimental group and 36 in the control group. The intervention consisted of 15 lessons conducted over three months. Pre-tests and post-tests on creative problem-solving and sustainability were administered before and after the intervention, and in-depth interviews were conducted to assess learning effectiveness and gather feedback. The results showed that the thematic coding of the interviews was consistent with the statistical findings, demonstrating that creative problem-solving training not only improved specific skills but also fostered a broader commitment to sustainability. The study concludes that creative problem-solving training is essential for promoting sustainability and creativity among students in higher education.

This study aimed to develop and implement an undergraduate liberal arts education programme titled Social-Venture Planning for Creative Problem-Solving. The programme was designed based on the creative problem-solving process model and previous research on social-venture planning, with the goal of providing undergraduate students with the experience needed to address social issues in creative ways. To empirically evaluate the programme's effectiveness, the CPSPI questionnaire was administered both before and after the intervention. Multiple sets of data for a mixed-method analysis were collected. The results demonstrated a statistically significant improvement in creative problem-solving competencies among the undergraduate participants. The results of the qualitative analysis explain the context of the change by subfactors. In the concluding section, key considerations for implementing the programme and the pedagogical implications of integrating social-venture planning into the context of liberal arts education were elaborated. [ABSTRACT FROM AUTHOR]

AbstractCreativity is an important competency for talents in the twenty first century. The study examines how integrating real-world community service challenges into the secondary school STEM curriculum impacts students’ creativity and STEM content knowledge. A total of 123 secondary school students learned the challenges faced by people with visual impairments and applied their STEM knowledge to design creative solutions. Students proposed diversified solutions, which were of three themes: safety, recreation, and convenience. The quality of the solutions indicated that the higher-performing groups outperformed the medium-performing and lower-performing groups in originality. The lower-performing groups needed further support on all dimensions, especially technical knowledge and skills, which measures proficiency in using integrated knowledge to realize designs. [ABSTRACT FROM AUTHOR]

This systematic literature review explores the intersection of knowledge-building principles and design-thinking methodologies in the context of education. Design thinking, a cognitive approach to problem-solving, often encounters challenges in generating innovative ideas during its implementation in educational settings. This review examines how integrating knowledge-building principles into design thinking can address these challenges. Knowledge-building, centred on collaborative knowledge enhancement and community responsibility, offers a framework that aligns well with the iterative, creative and collaborative aspects of design thinking. The review analyses studies that discuss obstacles in idea generation, compares knowledge-building and design-thinking methodologies and explores the potential of knowledge-building to enhance design-thinking outcomes. The findings suggest that intertwining knowledge-building principles with design-thinking practices can empower students to develop and refine ideas more effectively. The review contributes to modern pedagogy by offering insights into leveraging knowledge-building principles to enrich the design-thinking process and facilitate more productive ideation. It provides a comprehensive understanding of how these two approaches can be combined to enhance students' problem-solving and creative-thinking abilities. [ABSTRACT FROM AUTHOR]

The 21st-century competencies students need to have include creative thinking skills, critical thinking skills, literacy, and numeracy. These competencies can be developed in the learning process in class explicitly. This research aims to analyze the effectiveness of the Multirepresentation Based Creative Problem-Solving (MBCPS) learning model in improving students' critical and creative thinking skills. The MBCPS Model Syntax consists of four stages: 1) problem identification, 2) finding ideas, 3) evaluating ideas with multiple representations (verbal, visual, and mathematical), and 4) validating solutions. The MBCPS model was applied to the experimental group and the Problem-Solving (PS) learning model in the comparison group on four study programs, natural science education. culinary education, public health science, and nutrition science with material on the science of nutrition. The difference between before and after learning was tested by Mann-Whitney, and N-gain tested the effectiveness. The results showed that before learning, there was no difference in critical and creative thinking skills, with a p-value > 0.05 between the experimental group and the comparison group. After learning, there was a very significant difference (p < 0.05). Learning the MBCPS model can improve critical thinking skills with an N-gain of 0.72 (high category) and creative thinking skills with an N-gain of 0.67 (medium category). The MBCPS learning model can be implemented on a broader scale according to the characteristics of complex course material to develop models in the field of education. [ABSTRACT FROM AUTHOR]

Literature on academic‐stakeholder collaboration in the context of HRM is scarce and highlights the challenges linking theory to practice. Drawing on Mode 2 research, we theorise how a structured intervention enables the generation of theoretical insights concerning the development of employee creativity knowledge, skills, and attitudes (KSAs). Utilising event system theory, we reveal how the novelty, criticality, and disruption of a structured intervention fuel an experiential learning process. This process facilitates the development of important individual and team‐based creativity KSAs and is sustained through a learning mindset. We develop insights about theories‐in‐use, HRM theory development, and the micro processes involved in an academic‐stakeholder collaboration including areas of potential tension. From a practice perspective, we highlight the value of structured interventions for creativity KSA development and a strategy to facilitate academic‐stakeholder collaboration. [ABSTRACT FROM AUTHOR]

Modern bureaucratic competencies, such as creativity, innovative problem-solving, and critical thinking, have become essential in contemporary public management due to complex challenges in a wide range of areas, including the economy, social welfare, and the environment. This has led to a greater focus on developing these competencies, through innovative methods like creative problem-solving (CPS) in the training of public management specialists. The aim of this study is to identify specific competencies among public management professionals that can be cultivated through the CPS approach and to explore the critical conditions for its successful implementation. The analysis was conducted at the Military Academy of Lithuania, where CPS techniques have been consistently integrated into public management-related subjects for several years, forming a stable foundation for the in-depth investigation. First, the study examines Lithuania’s legal framework for public management and public management education to implement CPS. Second, a qualitative data analysis of open-ended feedback (n = 199) highlights practical application. The findings reveal that the Lithuanian legal context underscores the importance of fostering creativity and innovation among public managers. Furthermore, the practical integration of CPS into public management curricula promotes modern bureaucratic qualities such as teamwork, critical thinking, problem-solving, creativity, innovation, and leadership. However, effective CPS implementation requires additional curriculum time, a supportive and creative learning environment, and strong teacher and student commitment. These findings underscore CPS’s potential as a valuable tool for cultivating public management competencies. Acknowledgment The study is financed from the funds of the study-supporting project “Research on the Management of Security and Defense Institutions of Small States” (General Jonas Žemaitis Lithuanian Military Academy, 2020-12-17, No. V-828).

This study aimed to determine the development of social studies learning concepts between students who use the circuit learning model and students who use the Circuit Learning model process using the Creative Problem-Solving method in fifth-grade social studies learning in the 2022- 2023 academic year. This research uses a quasi-experimental method and the results of the ability to understand the concept of social studies data collected through a test description or essay. To analyze the differences between those two learning methods, the t-test with a significant level of 0.05 (5%) was used. After being taught using the Circuit Learning model and Creative Problem-Solving models, the results of the ability to understand the concept of social studies have a difference. Students who use the circuit learning model get an average score of 82.1, while students who use the problem-solving method get an average score of 72.86. Based on the results of the analysis of hypothesis test data using the t-test at a significant level of 0.05 (5%) obtained tcount ttable is 3.80 1.686 so H1 is accepted and H0 is rejected. Students who use the circuit learning model have a better understanding of social studies concepts than those who use the creative problem-solving model. They are more confident in learning, making it easier for them to understand social studies concepts because they learn collaboratively and competitively and are responsible for their responsibilities in the group.

This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem‐solving skills within upper‐elementary science education. Five inquiry‐based science lessons with ample opportunity for creative problem‐solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition with instructional support (n = 107) or without (n = 134). Domain‐general and specific measures of divergent and convergent thinking were included, and reading comprehension as well as mathematical ability were taken into account. Repeated measures multivariate analyses of covariance revealed how all children improved in terms of domain‐general convergent thinking, with a larger increase for children who performed better in mathematics. This shows a promising premise for future research focusing on the domain generality of convergent thinking and for the potential of transfer across domains. No additional improvement based on instructional support was found and children did not improve in terms of divergent thinking. The constraint identification and random associations technique might not be suitable for elementary school children, yet future research is necessary to validate such claims. Meanwhile, teachers could possibly support convergent thinking by simply providing exercises for divergent and convergent thinking. [ABSTRACT FROM AUTHOR]

During the Cultivating Diverse Talent in STEM (CDTIS), studies were designed to identify and cultivate talent in potential innovators from low socioeconomic status (SES) and cultural groups underrepresented in the region: American Indian and Hispanic. Comparisons were made between those identified using conventional measures (CI) and those identified using performance assessments of problem solving (PSI) in STEM domains. In this study, using Q Factor Analysis, 43 students clustered on 13 factors, explaining 81.18% of the variance. Factors included high and low achievers; students from diverse groups; and 11 other clusters. Profiles are described and compared with profiles in other studies and theories. Implications for theory and practice include a paradigm shift from gifted child to talent development. [ABSTRACT FROM AUTHOR]

Teachers are increasingly encouraged to creatively integrate technology into their classroom instruction as designers of technology-enhanced learning (TEL). However, they are often not competent in designing TEL due to their lack of experience as participatory designers as well as the ill-structure nature of TEL design problem. Design thinking, as a methodology and a framework for the design process, can serve as a guideline for the development of pre-service teachers’ creativity. However, there is a lack of research investigating whether the strategies used in the empathizing stage of the design thinking process affect pre-service teachers’ creativity differently. This study explored the effects of two commonly used empathy strategies, interview and observation, on pre-service teachers’ creativity through a six-week learning design activity for pre-service teachers majoring in Science and Technology Education at a first-tier university in China. The results of this quasi-experimental research showed that the pre-service teachers using the interview empathy strategy performed better in creative problem-solving performance. While there was no significant difference in the pre-service teachers’ creative thinking disposition between the two empathy strategies, the pre-service teachers using the interview strategy reported more positive creative confidence in their creativity than those using the observation strategy. This study suggests future research directions for supporting design thinking–based instructional design.

Creativity is a critical skill that professional software engineers leverage to tackle difficult problems. In higher education, multiple efforts have been made to spark creative skills of engineering students. However, creativity is a vague concept that is open to interpretation. Furthermore, studies have shown that there is a gap in perception and implementation of creativity between industry and academia. To better understand the role of creativity in software engineering (SE), we interviewed 33 professionals via four focus groups and 10 SE students. Our results reveal 45 underlying topics related to creativity. When comparing the perception of students versus professionals, we discovered fundamental differences, grouped into five themes: the creative environment, application of techniques, creative collaboration, nature vs. nurture, and the perceived value of creativity. As our aim is to use these findings to install and further encourage creative problem-solving in higher education, we have included a list of implications for educational practice. [ABSTRACT FROM AUTHOR]

A crucial component of disciplinary engagement for learners in science is that of scientific empathy—in other words, the metaphysical connection between the student and the object of study, as scientists embody when deeply engaged in their work. Scientific empathy is the factor that stimulates and maintains students’ desire to inquire and that elicits creative problem-solving in their “doing” science as a distinctive disposition from general empathy. As such, in this study, the scientific empathy index (SEI) was developed to measure these traits of scientific empathy. For this purpose, two-rounds of factor analyses were conducted in the preliminary and the main tests of SEI. To prove the validity of the main test, correlation and mediated analysis were additionally conducted between other problem-solving scales and Final SEI. The first-factor analysis was conducted on 1,048 elementary, middle, and high school students as a preliminary test for extracting SEI questions. Based on the preliminary test results, 956 K-12 students were newly recruited, and the validity of the main test was confirmed through a second-factor analysis. Through these analyses, it was identified that the scale comprised five factors: sensitivity, situational interest, scientific imagination, empathetic concern, and empathetic understanding of others. Each scientific empathy factor revealed both cognitive and affective process dimensions including individual and social interrelations of students’ empathy in doing science. SEI was more highly correlated than the general empathy scale in the process of creative problem-solving and science process skills. In addition, it was found to exhibit a mediating effect between creative problemsolving and scientific inquiry. These findings validate the newly developed SEI and how it contributes to providing science learners with a useful tool for quick and easy measurement of scientific empathy and its components for the empathized involvement process between the student and their research subject. [ABSTRACT FROM AUTHOR]

Problem‐solving is an essential undergraduate learning outcome that also supports students' professional success. The creative problem‐solving model (CPS) (Isaksen et al., 2011) facilitates the development of these skills and aligns well with the scope of public relations (PR). The current study investigates student perceptions of an assignment anchored in the CPS model, designed to support their problem‐solving skills in a collaborative context. Survey findings of students enrolled in an upper division PR course (N = 42) indicate students enjoyed generating ideas and developing solutions and found these stages also supported their learning the most. However, not all students benefitted similarly from the assignment. There were differences associated with gender and race/ethnicity. Student enjoyment, comfort, and team dynamics were also important predictors of perceived learning. Findings from this study have implications for future research and development of undergraduate learning opportunities. [ABSTRACT FROM AUTHOR]

The widespread application of artificial intelligence is not the realm of utopias or science fiction any more. It is gradually entering practically all walks of life from science and technology to fine arts. It is most likely that architecture will neither escape this penetration in the near future. Moreover, besides some disturbing consequences, it will also reveal fundamentally new opportunities for the discipline/profession. It is up to us to decide what attitude we adopt towards it, but it is clear that this development should have profound consequences in the education of future architects, too. The paper focuses on the creative core (i.e. design) of architecture. The aims are to assess the changes and to raise awareness to these possible changes. [ABSTRACT FROM AUTHOR]

Design thinking process has two ways of on and off-line. In the online method, it facilitates communication more freely through the setting of anonymity, while the offline method allows participants to understand the comprehensive context of the workshop. This study investigates the creative possibility of a hybrid design thinking process through a workshop using “camera-off ”: anonymous setting, “camera-on”: open setting, and instant visualization to find solutions for children’s safety in the childcare environment. In the methodology, a qualitative method of three-dimensional interviews and observations were used to collect the active participants’ opinions, and then the content analysis and the descriptive analysis were conducted. Three major childcare-related problems were noted during the workshop observations: 1) safety issues from children’s physical activities; 2) teachers’ excessive stress in childcare facilities, and 3) communication problems between parents and teachers. It was suggested that creative smart devices and artificial intelligence technologies could be helpful to relieve these problems. In insights of the hybrid design thinking workshop, the following points were noted: 1) active participants could freely share ideas in anonymous setting with “camera-off”; 2) active participants could understand various desires of diverse fields with “camera-on”, and 3) active participants could understand find core problems and solutions through instant visualization. Hybrid design thinking is an creative method for understanding problems and finding solutions.

Creativity is an important skill to be developed in STEM education and is also needed for economic development. Hence, this study identified and described the instructional practices of Physics teachers that foster creativity in problem-solving in Physics classrooms and their students creativity as influenced by these practices. Using a descriptive case study, classroom observation, semi-structured interviews, and document analysis were initiated from the purposive sample of six cases of Physics teachers. Thematic analysis revealed that the teacher participants foster creativity in problem-solving through constructivist-oriented and student-directed learning activities. The descriptive statistics further revealed that Creative Problem-Solving v6.1TM stages were moderately observed. Assessment of the students' learning outputs uncovered that relevance, effectiveness, problematization, and elegance were the criteria that were highlighted in all cases. In conclusion, the instructional practices and their extent of alignment to CPS v6.1™ can influence the level of creativity in problem-solving. Implications and recommendations were also discussed. [ABSTRACT FROM AUTHOR]

Educational processes have undergone significant evolution over recent years. The evolution of educational processes is a source of consideration in numerous academic and professional publications. This has been influenced on the one hand, by information and communication technologies, the development of which has affected all areas of human activity; on the other hand, expectations regarding the content of educational processes as well as the emphasis on the development of soft skills have changed significantly. At the interface of these two predictors influencing the evolution of educational processes, the question arose: how often is the use of creative problem-solving methods in educational processes addressed in the literature, and is this trend maintained in the case of processes using advanced ICT? The above determinants influenced the choice of the aim of the research conducted by the authors of this article, which is to identify the range of publications and trends in scientific studies devoted to techniques, tools, and approaches to the implementation of educational processes. [ABSTRACT FROM AUTHOR]

Creativity is increasingly seen as a key human capability that can be deliberately developed. Correspondently, a proliferation of tools, techniques, and methods are available in the academic and popular literatures. Creative problem-solving (CPS) is one framework among these, and has a 70-year history of research and development. This essay overviews this history and the key stages of its continuous development, as well as the rationale for the changes and improvements that have been made. Foundational work established the Osborn–Parnes paradigm for CPS. Initial efforts were aimed at enhancing this approach. Then came work to stretch the Osborn–Parnes approach, and ultimately to break this paradigm. Understanding these major stages of development should better differentiate contemporary CPS approaches from the variety of earlier versions. Future research and development are also highlighted that will move our understanding, learning, and application forward. [ABSTRACT FROM AUTHOR]

Previously published studies on the effect of how different levels of unconsciousness (UC) and different loads of executive functions (EFs) affect insight problem solving are inconsistent. In a set of three experiments, we used scientific innovation problems (SIP) as insight metrics and distractor tasks to induce UC. Experiment 1 confirmed that, compared with conscious processing, unconscious processing is more conducive to obtaining prototype heuristics for correctly solving scientific innovation problems creatively. Furthermore, Experiment 2 found that different levels of unconscious processing, which were induced by different distractor tasks, made a different impact on high or low difficulty creative problem solving. Experiment 3 indicated that unconscious processing could improve prototype activation and the ability to use key heuristics information in prototype heuristics processing by improving working memory, inhibitory control, and shifting ability of EFs. Overall, the present results provide additional evidence for the role of consciousness levels in insight problem solving.

This investigation explores the link between mindfulness factors (e.g., novelty-producing behaviour, novelty-seeking behaviour, and engagement with present activities) and critical thinking dispositions (e.g., mental focus and creative problem-solving). Data were gathered from one hundred forty-nine higher education students (N = 149). Participants aged 20 to 24 years (M = 21.85, SD = 0.86) were asked to fill out a questionnaire. This study employs hierarchical regression to investigate the link between mindfulness factors and critical thinking dispositions. The results emphasized the role of novelty-producing behaviour in mental focus as critical thinking disposition. Moreover, the results also show the importance of novelty-producing behaviour and engagement with present activities for creative problemsolving as critical thinking disposition. Further, the educational implications of mindful learning are discussed. [ABSTRACT FROM AUTHOR]

• Metacognition, self-regulation and problem-solving were explored in expert artists. • Patty Smith particularly emphasized creative problem-solving abilities. • Salvator Dalí exhibited metacognitive knowledge the most in the case study. • Self-regulation appeared the most in the autobiography by Arnold Schwarzenegger. • Each model has explanatory power that goes beyond the framework of the other models. Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the codes deduced from Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity. [ABSTRACT FROM AUTHOR]

Creativity and creative problem-solving are seen as the most important components of education today. This situation reveals the need to identify students' creative problem-solving characteristics. This study, it was aimed to examine the creative problemsolving characteristics of gifted and non-gifted students in terms of giftedness diagnosis, gender, and grade level variables. The research used the descriptive research model and causal comparison design, which are among the scanning models. The sample was collected in Bursa and consists of 73 gifted students, and 302 non-gifted students from grades 9th to 12th. "Creative Problem Solving Features Inventory" was used as a data collection tool in the research. It has been observed that the creative problem-solving skills of the gifted and non-gifted students differ in divergent thinking, general knowledge and skills, and the general average in favor of the gifted. There was a significant difference in favor of girls in the general average scores and the mean scores of the environment sub-dimension among gifted students. A significant difference was found in favor of the gifted in the dimension of divergent thinking at the 9th-grade level, and in the dimension of divergent thinking and general knowledge and skills at the 11th-grade level. [ABSTRACT FROM AUTHOR]

Innovative technologies for digital design and manufacture have spread with globalization, providing improved working tools and processes for architecture. These technologies open up different professional opportunities, forging alternative relations with society, especially for new generations and emerging countries. This article reflects on novel collaborative experiences between Ibero-American Universities, accounting for the intensive use of digital technologies in architecture. To bridge technological gaps, the authors describe collaborative efforts to produce full-size constructions, using networking, which results in a hybridization of these “new media” adapted to local and cultural contexts. These initiatives arise from an attempt to overcome the lack of resources at local Universities and their rigid institutional processes, along with their concerns about promoting global connectivity for new generations, leading to informal and collective actions that break with traditional teaching, applying advanced techniques in unseen collective and creative processes. These experiences reveal an architectural work distributed among all the participants that collaborate in the conceptualization, programming, management, and execution of the design, with diverse hybrid practices, and a powerful collective synergy. This also results in new expanded proposals that unfold new relationships with the environment and the community. Thus, these actions tend, by themselves, to integrate and project new horizons in architectural collaboration. This article aims at mapping these spatial-temporal actions in Architecture from the global south (Santos 2014).