Thinking Skills and Creativity最新文献

{"title":"Symbiosis or stagnation? Investigating the impact of AI on creativity in L1 Chinese writing","authors":"Guangyuan Yao","doi":"10.1016/j.tsc.2025.102096","DOIUrl":"10.1016/j.tsc.2025.102096","url":null,"abstract":"<div><div>The rapid integration of generative artificial intelligence (AI) into creative writing processes has sparked a critical debate about its impact on human creativity. This study investigates how varying levels of AI assistance influence creativity in L1 Chinese creative writing. Using a mixed-methods approach, the research examines three experimental groups: a control group (no AI), an AI brainstorming group (limited AI), and an AI co-writing group (full AI). The findings suggest a curvilinear relationship between AI intervention and creativity: while limited AI use enhances creativity, extensive AI assistance leads to diminished originality. Specifically, the AI brainstorming group exhibited the highest scores in creativity, particularly in originality, while the AI co-writing group produced highly elaborate but less original texts. Interviews revealed that AI functions both as a catalyst for creative expansion and as a potential crutch, leading to concerns about the loss of personal authorship. The findings expand the theoretical understanding of AI’s role in creative writing, highlighting how different levels of AI assistance influence the structural and linguistic qualities of written work. By investigating the psychological and perceptual aspects of AI-assisted creativity, this research advances theories of human-AI co-creativity and offers insights into how AI tools can be effectively integrated into creative writing practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102096"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747237","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":"Educators’ perceptions of critical thinking skills in early childhood: a comparison between Turkey and Norway","authors":"Tülay Gül Taşkın-Gökçe ,&nbsp;Adalet Kandır","doi":"10.1016/j.tsc.2025.102057","DOIUrl":"10.1016/j.tsc.2025.102057","url":null,"abstract":"<div><div>This study examined the perceptions of early childhood educators working in Turkey regarding children’s critical thinking skills and compared them with the perceptions of educators in Norway. Participants in the qualitative study were early childhood educators affiliated with the Ministry of National Education. Data were collected through face-to-face interviews using a semi-structured interview form. The analysis process was based on predetermined criteria—program objectives, pedagogical practices, assessment approaches, and teacher training—to facilitate comparison. Subthemes developed based on these criteria were supported by participants’ statements. The findings indicate that educators in Turkey tend to define critical thinking mainly from a cognitive and traditional perspective, whereas in Norway, themes such as social participation and early intervention feature more prominently. These differences between the two countries are thought to stem from their cultural and educational contexts as well as their policy priorities.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102057"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579747","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":"Teachers’ creativity-fostering behaviors and students’ creativity: Parallel serial mediation via growth mindset, fear of evaluation, and creative self-efficacy","authors":"Zhenyan Liang ,&nbsp;Kaixin Qian ,&nbsp;Limin Wu ,&nbsp;Minhui Li ,&nbsp;Yuxi Zhu ,&nbsp;Di Liu ,&nbsp;Xiaojing Gu ,&nbsp;Yafeng Zheng","doi":"10.1016/j.tsc.2025.102104","DOIUrl":"10.1016/j.tsc.2025.102104","url":null,"abstract":"<div><div>Creativity is widely regarded as a core competency for future learning and development, prompting growing interest in how classroom environments relate to students’ creative performance. Although prior research has documented positive associations between teachers’ creativity-fostering teaching behaviors (CFTB) and students’ creativity, the underlying psychological processes remain insufficiently specified. The current study investigated how CFTB relate to students’ creativity through two distinct pathways: a belief-motivation pathway via growth-creative mindset (GCM) and creative self-efficacy (CSE); and an emotion-regulation pathway via fear of negative evaluation (FNE) and CSE. A sample of 680 high school students completed measures of CFTB, GCM, FNE, CSE, and creativity. Results revealed that CFTB were associated with creativity through both higher GCM and CSE, and through lower FNE linked with higher CSE. These results contribute to a more integrated account of how classroom contexts relate to students’ creativity through belief- and emotion-based processes, and offer practical insights for fostering creative potential through supportive classroom environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102104"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797148","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":"Intangible Re-imagined historical spaces between walls: Art installation as an interactive teaching tool in theory-based architecture curricula","authors":"Deena El-Mahdy","doi":"10.1016/j.tsc.2025.102052","DOIUrl":"10.1016/j.tsc.2025.102052","url":null,"abstract":"<div><div>Theoretical and historically based modules in architectural curricula are usually delivered through traditional teaching methods, making them less interactive for students. The paper explores the impact of the Art-Integrated-Learning (AIL) approach through art installation as a teaching tool in these modules, highlighting the potential to enrich the students’ understanding and engagement, which can lead to interactive curricula being expanded outside the traditional education walls.</div><div>The research documents an experimental method tested through Year 2 architectural students for three continuous years in the History of Architecture module. The method is divided into four main phases: the physical model, the assessment, the exhibition, and the semi-structured (survey and interview). Students are divided into groups, each group selects a historical building in Egypt, trying to find some unseen philosophical or functional element to represent it visually through art installations. The model includes: 1) features, the selected element in the space, 2) performance, the selected performance inside the space to visualize it, and 3) representation, the materials selected for the model making.</div><div>The outputs were displayed in a public exhibition in a historical building as a representation of the adaptive reuse concept. The findings highlight the potential of integrating art installation in theory-based curriculum, which increases the students' creativity in storytelling. The experience of presenting in a historical place was valuable and gave students the level of trust to represent the cultural narratives intangibly and tangibly to the public, getting feedback from them. The overall results show an enhancement in developing pedagogical approaches offering a new experiential and interactive learning way through art to enrich learning experiences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102052"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145475868","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 entrepreneurial mindsets and future skills: Innovative educational units for enhancing creative problem-solving in tenth-grade students","authors":"Mohamed A. Shahat ,&nbsp;Sulaiman M. Al-Balushi ,&nbsp;Khalsa Al Alawi ,&nbsp;Khalsa Al Bahri ,&nbsp;Jaana Seikkula-Leino","doi":"10.1016/j.tsc.2025.102084","DOIUrl":"10.1016/j.tsc.2025.102084","url":null,"abstract":"<div><div>In an era defined by rapid technological advancement and economic uncertainty, creative problem-solving (CPS) has emerged as a cornerstone of future-ready education. Yet traditional curricula often lack the instructional strategies needed to develop the thinking skills and cognitive flexibility essential for navigating real-world challenges. This study contributes to the evolving pedagogy of CPS by designing and testing innovative educational units that integrate entrepreneurial education, creativity-focused thinking, and structured CPS methodologies, including TRIZ - a theory-based inventive problem-solving approach that guides learners to overcome constraints through systematic thinking. Grounded in the Theory of Planned Behavior and the 21st-Century Skills Framework, the study proposes a distinctive approach that combines motivation, skill acquisition, and applied problem-solving. Conducted among 10th-grade students in Muscat, Oman, the study employs a quasi-experimental design to evaluate the impact of these units on three core CPS dimensions: problem understanding, idea generation, and solution development. Data were collected using a validated Creative Problem-Solving Test (CPST) and analyzed across experimental and control groups. Results revealed significant gains in the experimental group, particularly in idea generation (78.74 %), followed by problem understanding (76 %) and solution development (75.33 %). Gender analysis showed that female students outperformed male students across all CPS dimensions, emphasizing the importance of gender-responsive pedagogical strategies. By bridging motivational theory with cognitive skills training and creativity research, this study offers a scalable, evidence-based model for embedding CPS in secondary education. The findings not only align with Oman’s Vision 2040 but also contribute to global discussions on designing instructional interventions that foster innovation, adaptability, and inclusive problem-solving capacity in young learners.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102084"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623967","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":"Developmental trends in adolescents’ social creativity and an exploratory model of its antecedents","authors":"Huang Po-Sheng ,&nbsp;Tsai Jie-Wen ,&nbsp;Chen Hsueh-Chih ,&nbsp;Huang Shih-Yuan","doi":"10.1016/j.tsc.2025.102107","DOIUrl":"10.1016/j.tsc.2025.102107","url":null,"abstract":"<div><div>The abilities to identify potential problems in interpersonal interactions and generate creative solutions, collectively referred to as social creativity, are key abilities influencing adolescents’ social adaptation. This study explored the developmental trends of two dimensions of social creativity, namely, problem-finding (PF) and idea generation (IG). It also explored how antecedents such as divergent thinking, interpersonal sensitivity, and interpersonal problem-solving shape the developmental trajectories of these dimensions within social creativity. Longitudinal data were collected from 650 Taiwanese junior high school students across 2 waves within a year. Modeling of unconditional latent change scores revealed a notable decline in PF and IG abilities over the observed period. Furthermore, conditional analyses indicated that the initial state of and changes in divergent thinking were significant predictors of the development of PF and IG abilities. Moreover, the development of PF ability was influenced by changes in interpersonal sensitivity, whereas the development of IG ability was predicted by the initial level of interpersonal problem-solving. In conclusion, this study reports a concerning decline in adolescents’ social creativity and provides the first longitudinal evidence that the developmental mechanism of such creativity involves a dynamic interplay of cognitive (divergent thinking) and social (interpersonal sensitivity and problem-solving) factors. These findings highlight the multifaceted nature of social creativity development, suggesting that educational interventions should extend beyond fostering general divergent thinking to also support the dynamic development of interpersonal sensitivity and interpersonal problem-solving abilities, which can help cultivate social creativity more effectively among adolescents.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102107"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839574","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":"Automated Scoring of Question Complexity with Transformer Language Models","authors":"Tuval Raz ,&nbsp;Simone A. Luchini ,&nbsp;Roger E. Beaty ,&nbsp;Yoed N. Kenett","doi":"10.1016/j.tsc.2025.102090","DOIUrl":"10.1016/j.tsc.2025.102090","url":null,"abstract":"<div><div>Question-asking, an essential yet understudied activity, holds significant implications for learning, creativity, and cognitive development. Research shows that asking complex, open-ended questions is better for learning than closed ones. Previous research has explored open-ended question complexity through Bloom’s taxonomy, but the measurement of complexity remains challenging. Recent advancements in natural language processing have enabled automated scoring of psychological tasks aligned to human-ratings. However, automatic assessment of open-ended questions remains understudied. We address this gap by fine-tuning transformer language models to predict human ratings of open-ended question complexity and comparing them to existing baseline measures (i.e., word count and semantic distance). Using previously collected human-rated responses and Bloom ratings from a creative question-asking task, we trained an encoder model (RoBERTa) and a Large Language Model (Llama-2-7B). Our results reveal that RoBERTa correlated strongly with human ratings of complexity (r = .73), exceeding baseline measures and offering an efficient, lightweight solution suitable for broad adoption. Our fine-tuned LLaMA 2 model achieved stronger performance (r = .84), establishing a new benchmark for predictive accuracy. Thus, we demonstrate how language models can be utilized to automatically score the complexity of open-ended questions. Importantly, LLaMA 2 demonstrates higher accuracy, while RoBERTa provides a replicable, accessible, and cost-effective option for everyday educational and psychological applications. Our work paves the way for automatic assessment of open-ended questions, which are critical across a wide range of cognitive domains.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102090"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690748","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":"Designing an educational game framework with multi-scaffolding mechanism to facilitate communication and contextual analysis skills","authors":"Shu-Wei Liu,&nbsp;Huei-Tse Hou","doi":"10.1016/j.tsc.2026.102128","DOIUrl":"10.1016/j.tsc.2026.102128","url":null,"abstract":"<div><div>Contextual analysis and communication interaction skills have been emphasized by businesses and governmental organizations, and the use of technology to cultivate these skills and enhance the motivation of learners is an important research topic for the instruction of key competencies. This study integrated the mechanism of the multi-dimensional scaffolding of contextual analysis to develop an educational game that facilitates communication and contextual analysis skills. The game provides learners with the opportunity to play the role of historical characters in a highly realistic game space, participate in real historical events related to water distribution, and enhance their communication and contextual analysis skills through lively conversations.</div><div>The empirical analysis of this study showed that both individual and group learners were successful in improving their communication and contextual analysis skills, had a low level of activity anxiety, and generally considered that scaffolding had the benefits of learning tasks. This indicated that this scaffolding framework holds potential benefits for communication skills learning in both group collaboration and individual learning. In addition, this study found differences between group collaboration and individual learning in the sub-dimension of flow. We also examined various potential learner clusters within collaborative and individual learning contexts and their respective differences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102128"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938628","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":"ChatGPT in education: A systematic review of its impact on critical thinking skills and dispositions","authors":"Yupeng Guo ,&nbsp;Lehui Huang ,&nbsp;Chi Zhang ,&nbsp;Qiuyu Li ,&nbsp;Meifang Chen","doi":"10.1016/j.tsc.2025.102106","DOIUrl":"10.1016/j.tsc.2025.102106","url":null,"abstract":"<div><div>Amidst the debate surrounding how generative AI like ChatGPT impacts critical thinking in classrooms, this study aims to address three questions: What does the existing evidence base look like? How exactly is ChatGPT being used in classrooms? And do these uses genuinely alter students' critical thinking skills and dispositions? We first review 11 existing syntheses and propose an analytical framework distinguishing between “skills” (Analysis, Inference, Evaluation, Deductive reasoning) and “dispositions” (Analyticity, Open-mindedness, Truth-seeking, Systematicity, Self-confidence, Inquisitiveness, Maturity), addressing the limitations of narrow research scope and lack of unified theory. Subsequently, following PRISMA guidelines, we systematically searched seven databases from December 2022 to October 2025. Applying strict inclusion/exclusion criteria and quality scoring, we retained only 65 high-quality empirical studies involving students. Using deductive + grounded open/axial/selective coding with NVivo, we identified five core application patterns in classrooms. Results indicate that teaching practices primarily embed ChatGPT within instructional workflows to cultivate students' analytical and evaluative skills, while relatively neglecting training in reasoning and deduction. While more frequently stimulating curiosity, openness, confidence, and structured thinking, systematic and long-term cultivation of deeper critical thinking dispositions—such as truth-seeking and mature judgment—remains lacking. This suggests that future teaching should evolve from merely “knowing how to critique” to fostering a willingness and responsibility to engage in critical thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102106"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839733","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 concepts to forms: Representation techniques for enhancing creativity in Architectural Design Education","authors":"Eun Joo Park ,&nbsp;Eunki Kang ,&nbsp;Yoon-jeong Shin","doi":"10.1016/j.tsc.2025.102082","DOIUrl":"10.1016/j.tsc.2025.102082","url":null,"abstract":"<div><div>This study explores how architecture students transform abstract design concepts into spatial forms, focusing on the roles of representation techniques throughout the design process. Through a structured nine-week design studio course, students engaged in five phases of design development: (1) site analysis, (2) concept development, (3) mass study, (4) architectural drawing and (5) spatial form. The study analyses students’ design diaries and critique sessions, as well as quantitative assessments using the Creativity Support Index (CSI). Given its original context, the CSI was conservatively adapted and interpreted as an exploratory measure, with internal reliability (Cronbach’s α) and convergent correlations with tutor ratings reported to support its tentative use in this educational setting. Findings reveal that students who employ iterative, multimodal representation techniques tended to demonstrate more refined design thinking and creative engagement. These outcomes are interpreted as correlational associations rather than causal effects, positioning representational diversity and iteration as design scaffolds for conceptual transformation. We contribute an integrated framework that links representation, design processes, and CSI to measurable outcomes in studio education. By clarifying how abstract ideas are externalised and associated with spatial solutions, the study provides actionable insights for educators seeking to cultivate conceptual thinking in architectural studios.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102082"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623971","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}