The impact of mindful pedagogy on creativity in higher education students, a systematic review

Abstract

Mindful pedagogy is a teaching strategy used in formal and informal ways in education, and creativity is an essential skill in higher education. This is the first systematic review seeking to understand this interconnection from the higher education student’s perspective. Seven literature databases were searched (Scopus, Psych Info, Academic Search Complete) including three education databases (Educational Resource Information Centre, British Education Index and Australian Education Index) from June to September 2023. The Preferred Reporting for Systematic Reviews and Meta Analyses (PRISMA) guidelines were used. Of the 101 papers, 5 were selected and their methodological validity assessed using The Critical Appraisal Skills Checklist (CASP). There was significant heterogeneity in study aims, timeframes, samples, activities, and measurement tools. The integrated synthesis of the studies revealed that mindful pedagogy in higher education can positively impact creativity and creative confidence. Enabling this outcome is its ability to create a pathway for overcoming creative barriers thus promoting creative expression. Emerging from the comparisons between formal meditative practice and informal mindfulness in classroom activities, is the value of the informal approach, in progressing creativity knowledge, skills and competences, for applied learning and professional application. An educational framework for higher education and a mindful pedagogy toolkit, present the findings as a way of structuring the use of this pedagogical approach for creativity. Results also highlighted an impact on learner wellbeing. Using mindful pedagogy for developing creative expression in learners has potential in programme design. Further research is needed on understanding the impact from a student wellbeing perspective