Thinking Skills and Creativity最新文献

{"title":"Peer assessment in interdisciplinary learning: Measuring reliability and engaging critical thinking","authors":"François Berkmans ,&nbsp;Maxence Bigerelle ,&nbsp;Julie Lemesle ,&nbsp;Ludovic Nys ,&nbsp;Michal Wieczorowski ,&nbsp;Christopher Brown","doi":"10.1016/j.tsc.2025.101950","DOIUrl":"10.1016/j.tsc.2025.101950","url":null,"abstract":"<div><div>Peer assessment has gained recognition as a valuable pedagogical tool, yet its role in interdisciplinary learning remains underexplored. This study examines the reliability of peer assessment in an interdisciplinary oral evaluation setting, comparing student ratings with instructor evaluations over multiple sessions. A cohort of 41 students and 4 instructors assessed 15 presentations based on four criteria: communication, synthesis, illustration, and argumentation. Through ANOVA and regression analyses on 2409 grades, we observed a progressive alignment between student and instructor evaluations, with correlation coefficients improving from <em>R</em> = 0.55 (session 1) to <em>R</em> = 0.77 (session 3). Additionally, Cronbach’s alpha increased from 0.64 to 0.88, indicating increasing inter-rater reliability. Qualitative analysis of peer feedback revealed a shift from monodisciplinary to interdisciplinary reasoning, supporting the hypothesis that peer assessment fosters interdisciplinary understanding. A post-course survey confirmed this perception, with 85 % of students acknowledging an improved ability to assess interdisciplinary projects. These findings suggest that peer assessment is not only a valid evaluation method but also a learning process that fosters interdisciplinary competencies and engages students in critical thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101950"},"PeriodicalIF":4.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The rationales and values of micro-credentials in higher education","authors":"Mehmet Ali Yılık","doi":"10.1016/j.tsc.2025.101951","DOIUrl":"10.1016/j.tsc.2025.101951","url":null,"abstract":"<div><div>This study depicts the perceptions and experiences of key stakeholders in the USA to analyze the growing phenomenon of micro-credentials. In a qualitative design, this phenomenological study uses semi-structured interviews and content analysis to reveal the purposes behind micro-credentials uptake in higher education and the values stakeholders attach to micro-credentials. Commodifying higher education curricula into stackable bite-size credentials in line with neoliberalism and instant employability rhetoric of knowledge economy ideals pose some threats to a rewarding adoption of micro-credentials. Demands for a post-pandemic, online, and flexible higher education experience and a fitting workplace make online and industry-aligned micro-credential programs more appealing. Additionally, building quality human capital necessitates competency-based curricula where information literacy, critical thinking skills, and communication form a prime skills set for employability as well as soft skills, high-tech skills, empathy, adaptability, and collaboration which are high in demand in the current job market. Micro-credentials are attributed a social role in lifting educational barriers to access and equity for disadvantaged groups and integrating them into the workplace and society. Micro-credentials also have an economic role in supplementing career readiness and return on career investment. As for implications, adopting nationwide and regional frameworks, using digital stacking tools, and operating on decentralized blockchain-like verification technologies to realize the recognition and quality assurance of micro-credentials would best serve the interests of the micro-credential stakeholders, including higher education itself as a scientific and institutional actor. Thus, a more diverse, reliable, inclusive, and promising micro-credential ecosystem can be maintained.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101951"},"PeriodicalIF":4.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What makes a museum product creative? Unpacking aesthetic, emotional, and cultural dimensions from the consumer perspective","authors":"Hui Cheng ,&nbsp;Xiao Qiu ,&nbsp;Bing-jian Liu ,&nbsp;Xu Sun ,&nbsp;Cheng Yao","doi":"10.1016/j.tsc.2025.101952","DOIUrl":"10.1016/j.tsc.2025.101952","url":null,"abstract":"<div><div>Museum cultural and creative products (MCCPs) aim to promote heritage through design, yet they often face homogenization of creativity. This study revisits the formative structure of the MPCM model, which conceptualizes creativity as comprising Novelty, Usefulness, Affect, Aesthetics, and cultural values. Using expert-screened product samples (N = 9) and consumer survey data (N = 545), we employed PLS-SEM to test a second-order formative model. Results show that only Usefulness and Cultural Values significantly predict creativity, while Affect, Novelty, and Aesthetics, despite high internal reliability, exhibit multicollinearity and non-significance. These findings challenge the additive logic of existing formative models and suggest that consumers rely on holistic impressions in evaluating MCCPs. We propose a dual-path evaluative framework that distinguishes between perception-dominant (emotional and aesthetic) and cognition-dominant (functional and cultural) processes, offering both theoretical refinement and practical guidance for assessing MCCPs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101952"},"PeriodicalIF":4.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structure and content in the quality levels of ethical argumentation in online discussions","authors":"Marita Seppänen Greene","doi":"10.1016/j.tsc.2025.101949","DOIUrl":"10.1016/j.tsc.2025.101949","url":null,"abstract":"<div><div>Learning to argue about ethical dilemmas and questions is a vital competency for a democratic society, as one’s thoughts and actions must be morally justified. Ethical argumentation is a combination of facts, emotions, and values that considers the consequences of right and wrong based on the values of individuals and communities. It requires support from both critical thinking to argue clearly, use evidence, and from creative thinking to generate new standpoints and solutions. This study developed a model to analyse undergraduate students’ ethical arguments during role play and free debate (<em>n</em> = 199) in asynchronous online discussions in an authentic, non-scaffolded blended-learning classroom. The instructions include the rules for critical discussion to promote respect for diverse opinions and collaboration, and a model of sound argument structure and common fallacies. Theoretical models of ethical argumentation and iterative data analysis were used to identify and evaluate the argumentation structure and content across different levels of quality. The quality of the content and structural complexity varied between acceptable and unacceptable depending on the topic and students’ engagement to argue. A considerable number of low-quality unsubstantiated arguments ‘other structures’ was also observed. The argumentation was generally fair and without personal attack. The number of fallacies and weak arguments was high for the first four of the six studied topics but significantly decreased thereafter. Students considered the ethical consequences across the topics. The results have implications for integrating critical, creative, and ethical thinking into argumentation in computer-supported collaborative learning environments and citizenship education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101949"},"PeriodicalIF":4.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing specific critical thinking skills among EFL learners through computer-assisted interactive reading model in a CALL environment: An investigation of learner perceptions and performance","authors":"Li Ran","doi":"10.1016/j.tsc.2025.101948","DOIUrl":"10.1016/j.tsc.2025.101948","url":null,"abstract":"<div><div>This study investigates the effectiveness of computer-assisted interactive reading models in fostering critical thinking skills among English as a Foreign Language (EFL) learners. Despite the recognized importance of critical thinking in EFL education, traditional methods often fail to cultivate these skills, prompting exploration of technology-enhanced solutions. A pretest-posttest randomized controlled trial with 378 EFL learners evaluated three experimental interventions targeting analytical, creative, and logical thinking, compared to a control group receiving standard computer-assisted language learning (CALL) instruction. Over 11 weeks, participants engaged in 22 sessions utilizing interactive reading platforms with adaptive feedback and scaffolding features. Quantitative data from the Watson-Glaser Critical Thinking Appraisal and computer-assisted reading performance tests were analyzed using mixed ANOVA, while qualitative insights from surveys and semi-structured interviews underwent thematic analysis. Results demonstrated significant improvements in critical thinking skills across experimental groups (η² = 0.886–.947), with the analytical intervention showing superior gains in inferential reasoning and argument evaluation (ΔM = +68.35 reading performance, ΔM = +19.93 critical thinking). Qualitative findings revealed high learner engagement (<em>M</em> = 5.5–5.9 on 7-point scales) and perceived effectiveness, though technical challenges and cognitive load emerged as moderating factors. The study establishes analytical scaffolding through interactive reading models as an effective strategy for developing higher-order cognitive skills, bridging theoretical frameworks in cognitive psychology and educational technology. Practical implications emphasize integrating visual organizers and adaptive feedback in CALL curricula, while addressing infrastructural barriers to implementation. Limitations include sample homogeneity and cross-sectional design, suggesting the need for longitudinal replications across diverse educational contexts. This research advances evidence-based strategies for cultivating 21st-century competencies in technology-enhanced language education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101948"},"PeriodicalIF":4.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining engagement orientations and learning profiles of older adult learners in technology-enhanced environments through the lens of cognitive dissonance theory","authors":"Ya-Ling Wang","doi":"10.1016/j.tsc.2025.101945","DOIUrl":"10.1016/j.tsc.2025.101945","url":null,"abstract":"<div><div>This study utilizes Cognitive Dissonance Theory to investigate engagement orientations and learning profiles among 370 elderly learners in Taiwan within technology-enhanced environments. Participants were categorized into four distinct profiles—Eager, Conflicted, Indifferent, and Reluctant—based on their inclination to engage with or avoid technology using an approach-avoidance matrix. Factors like digital experience, educational background, and age were assessed to correlate with engagement orientations. Using cluster analysis and MANOVA, the study examines how age, education, and digital experience influence these profiles and overall engagement. Findings reveal that personal attributes significantly impact engagement orientations, with higher education and digital experience correlating with more proactive profiles. Tailoring interventions to these profiles can enhance the efficacy and satisfaction of older adults' learning experiences in digital settings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101945"},"PeriodicalIF":4.5,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From logs to insights: Exploring domains of creativity in data analytics tasks","authors":"Orli Weiser ,&nbsp;Yoram M. Kalman ,&nbsp;Gilad Ravid","doi":"10.1016/j.tsc.2025.101947","DOIUrl":"10.1016/j.tsc.2025.101947","url":null,"abstract":"<div><div>Although creativity research has traditionally focused on observable outcomes, less attention has been given to the real-time behavioral and cognitive processes that underlie creative thinking. In this exploratory study, we investigate how creativity manifests in data analytics (DA) tasks - an increasingly important domain in both education and professional practice. By analyzing correlations between participants' self-reported creativity, as measured by the Kaufman Domains of Creativity Scale (K-DOCS) questionnaire, and their recorded behaviors as reflected in system log file data of DA platform, we found that different domains of creativity are linked to distinct behavioral patterns in DA tasks. The results show that among the five domains of creativity, the Scholarly domain was the most prominent. Participants with higher scholarly creativity scores achieved better outcomes in the DA task while using fewer actions, suggesting more efficient DA proficiency. These participants also used platform features such as “help” and \"about\" less frequently than others. The Artistic domain emerged as the second most prominent. Participants with higher levels of artistic creativity also completed the task successfully using fewer actions, implying that sensitivity to visual and structural cues may facilitate efficient DA proficiency. These findings contribute to the domain-specificity perspective on creativity by showing how distinct creativity profiles relate to different behavioral patterns in DA tasks. They also lay a foundation for developing less biased, more cost-effective, log-based assessment tools that can help educators and researchers identify and support creative thinking in DA tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101947"},"PeriodicalIF":4.5,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144864765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative learning environments and mathematics self-efficacy as predictors of mathematics achievement: Insights from PISA 2022 across three countries – Korea, Canada, and Türkiye","authors":"Suphi Önder Bütüner ,&nbsp;Pınar Güner ,&nbsp;Mustafa Güler","doi":"10.1016/j.tsc.2025.101946","DOIUrl":"10.1016/j.tsc.2025.101946","url":null,"abstract":"<div><div>This study investigates the direct and indirect relationships between creative learning environments, mathematics self-efficacy, and mathematics achievement by using the Programme for International Student Assessment (PISA) 2022 data sets from Korea, Canada, and Türkiye. The study sample consists of 6454, 23 073, and 7250 participants from Korea, Canada, and Türkiye, respectively. The structural equation model was built on the group socialization development theory and the social cognitive theory. The results for all countries reveal that creative learning environments positively and significantly affect mathematics self-efficacy. Mathematics self-efficacy, in turn, has a positive and significant effect on mathematics achievement. In each country, the direct effect of creative peers and family environment on mathematics achievement is positive, low, and significant, while the direct effect of creative school and class environment is found to be negative, low, and significant. Furthermore, creative learning environments indirectly contribute to mathematics achievement through mathematics self-efficacy. Creative learning environments directly predict mathematics self-efficacy at a moderate level, whereas they indirectly predict mathematics achievement at a low level. Mathematics self-efficacy consistently emerges as a moderate predictor of mathematics achievement across all three countries, and it plays a partial mediating role in the relationship between creative learning environments and mathematics achievement.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101946"},"PeriodicalIF":4.5,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Primary school teachers’ perceptions of critical thinking in general and in their teaching","authors":"Ragnhild Lyngved Staberg ,&nbsp;Eli Munkebye ,&nbsp;Eldri Scheie ,&nbsp;Teresa Berglund ,&nbsp;Maren Skjelstad Fredagsvik","doi":"10.1016/j.tsc.2025.101942","DOIUrl":"10.1016/j.tsc.2025.101942","url":null,"abstract":"<div><div>Critical thinking (CT) is a key education goal internationally, and enables people to navigate the growing amount of information and make informed decisions on increasingly complex issues. The term CT is frequently used in educational policy documents and curricula, and teachers play a key role in delivering effective CT instruction. Studies indicate that although teachers recognize the importance of CT, many lack an understanding of what CT really means, and feel unprepared to teach CT. Further research is needed to obtain a deeper understanding of what CT in primary school implies. As teachers tend to teach in accordance with their perception of CT, it is important to gain an insight into how teachers understand CT. This exploratory qualitative study investigates how a group of Norwegian primary school teachers (<em>n</em> = 56) perceive the concept of CT, both in general and in their teaching. Using reflexive thematic analysis of reflection notes (<em>n</em> = 56) and semi-structured group interviews (<em>n</em> = 15), we found that skills are emphasized more than dispositions. Teachers primarily have a skills-disposition view of CT, with limited attention to its social dimensions. Dispositions seem to be excluded from their views of CT in relation to teaching, which is considered problematic, as dispositions can be seen as the driving force for CT. As an educational implication of our study, we can conclude that there is a need for professional development for teachers to be aware of the necessity of teaching dispositions as well as skills, and for them to include the social aspects of CT.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101942"},"PeriodicalIF":4.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144879548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering critical thinking skills among EFL learners in higher education - A systematic review","authors":"Sajidin","doi":"10.1016/j.tsc.2025.101943","DOIUrl":"10.1016/j.tsc.2025.101943","url":null,"abstract":"<div><div>Equipping English-as-a-Foreign-Language (EFL) learners with critical thinking (CT) skills offers significant benefits for both their academic advancement and future careers. Due to its pivotal role in learners' lives, the pursuit of more effective interventions for developing CT skills among EFL learners remains ongoing. This study aims to examine how CT skills are fostered among EFL learners in higher education, as evidenced in published research. To achieve this, a secondary research method using the PRISMA systematic review framework was employed. The review systematically analyzed 47 published research articles selected from an initial search of 11,143 titles across eight online databases. The findings of the review are as follows. <em>First</em>, fostering CT skills in higher education has become a major concern among EFL educators and researchers in Asia. <em>Second</em>, the review highlights that both immersion and infusion approaches can effectively promote CT development, particularly when used in combination. Key strategies such as self-learning, discussion, and mentoring are central to these approaches, with a strong emphasis on collaborative learning and reflective practices. The duration of interventions plays a critical role: longer and more sustained programs tend to produce stronger outcomes. Additionally, the learning environment—whether traditional, web-based, or blended—impacts the effectiveness of CT interventions. Among these, blended learning consistently yields favorable results, suggesting that integrating in-class and online instruction is highly recommended. Finally, methodological factors generally enhance the outcomes of CT instruction. In contrast, personal factors (i.e., learner-related variables) can both support and hinder the development of CT skills, depending on context. Therefore, these factors may act as either enablers or inhibitors of CT skill acquisition under different conditions. This review proposes several educational implications to improve the cultivation of CT skills among EFL learners in higher education, focusing on instructional strategies, assessment methods, and learning resources.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101943"},"PeriodicalIF":4.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144863152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}