Developing creativity in universities: concept and reserach perspectives

Abstract

This article analyzes theoretical paradigms of creativity by reviewing the shifts in the concept and understanding of creativity observed since the first creativity studies in 1950. The aim of this paper is to theoretically analyze creativity paradigms and provide conclusions and recommendations for educators and researchers regarding opportunities for creativity development in universities. The insights presented in the article can be useful for educators, researchers, and practitioners in educational institutions who are responsible for education policy. The article also presents research on the possibilities of developing university students' creativity in the study proces. Based on research results provided by various authors, ideas on how to implement the concept of creative teaching/learning when working with students are discussed. Obstacles that prevent creative teaching are thoroughly examined, such as: student resistance to unusual methods that require personal responsibility and more effort; insufficient familiarity of faculty with creativity theories and methods; lack of financial, material, and human resources; absence of a suitable environment/space; prevalence of traditional teaching methods; inflexibility of achievement assessment systems and their sole focus on knowledge acquisition; and a lack of interdisciplinary collaboration. Additionally, factors that could aid in creative student learning are identified. The most helpful factors include: adjusting knowledge assessment methodologies, updating curricula and applied methods, investing in faculty professional development, and seeking financial opportunities.