Fostering Creativity Through Educational Interventions in Higher Education

A Systematic Review

Datos Bibliográficos

ID14257540
AutoresCarlota Rodríguez‐Silva (0000-0002-8507-1232, Department of Didactics and Educational Organization, Faculty of Education Universitat de Barcelona (UB) Barcelona Spain, autor de correspondencia), Jessica Cabrera Cuevas (0000-0002-4788-0776, Department of Pedagogy. Faculty of Teacher Training and Education Autonomous University of Madrid (UAM) Madrid Spain), Verónica Violant (0000-0003-2464-6845, Department of Didactics and Educational Organization, Faculty of Education Universitat de Barcelona (UB) Barcelona Spain, autor de correspondencia)
Año2026
Volumen60
Número1
Fecha de publicación2026-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Creative Behavior (JOURNAL)
Identificadores de la revistaISSN: 0022-0175 • E-ISSN: 2162-6057
EditorialWiley (PUBLISHER • GB)
DOI10.1002/jocb.70078
OpenAlexW7117355551
IdiomaEN
Referencias citadas165

Creativity has gained relevance over the years in education, and especially recently due to its consideration as a transversal competency in higher education, but there is still a lack of integration of knowledge. This qualitative systematic review explores literature on educational interventions designed to enhance creativity and investigates possible changes regarding the influence of COVID‐19. A pre‐planned comprehensive search strategy was conducted across prominent databases (Web of Science, PsycINFO, and EBSCO). We used SANRA and ENTREQ as quality control. A total of 86 studies met our criteria. Our findings reveal no specific results regarding the influence of COVID‐19. Our results show a peak of the publications in 2016, the predominance of the USA, the prevalence of these interventions in Social Sciences, and the increase of the impact and reach of such scientific articles. In addition, our data reveals the relation between concepts such as creativity, higher education (HE), creative thinking, critical thinking, or creative training. Moreover, these outcomes suggest didactic methods to foster creativity such as project‐based learning, problem‐based learning, and experiential learning. The implications of this review are related to the design, implementation and evaluation of the teaching and learning process, alongside the didactic process in higher education

Creativity · Experiential learning · Higher education · Process (computing) · Psychological intervention · Qualitative research · Quality (philosophy) · Relevance (law) · Artistic and Creative Research · Creativity in Education and Neuroscience · Education and Critical Thinking Development