Bridging formal and informal learning
Fostering student creativity and innovation through collaborative social learning in pervasive environments
Bibliographic Data
| ID | 22430596 |
|---|---|
| Authors | I Kadek Suartama (0000-0002-4881-3233, Universitas Pendidikan Ganesha), A I W I Y Sukmana (0000-0002-0152-125X, Universitas Pendidikan Ganesha), A H Simamora (0000-0002-9571-2072, Universitas Pendidikan Ganesha), L P P Mahadewi (0000-0002-4306-8780, Universitas Pendidikan Ganesha) |
| Year | 2026 |
| Volume | 28 |
| Issue | 5 |
| Pages | 87-114 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Education and science journal (JOURNAL) |
| Journal identifiers | ISSN: 1994-5639 • E-ISSN: 2310-5828 |
| Publisher | Russian State Vocational Pedagogical University (PUBLISHER • RU) |
| DOI | 10.17853/1994-5639-2026-4608 |
| OpenAlex | W7117291591 |
| Language | EN |
| References cited | 61 |
Introduction. In the context of transitioning to the “Society 5.0” strategy, which places greater demands on creativity, innovative thinking, and collaborative capacity, higher education must bridge the gap between traditional learning formats and the requirements of the modern labour market. This challenge is especially pronounced in Indonesia, where a significant mismatch exists between graduates’ academic preparation and industry needs. Aim. This study aimed to evaluate the effectiveness of distributed learning environments that integrate formal and informal learning, based on models of collaborative social interaction, in developing students’ creativity and innovation skills. Methodology and research methods. The research employed a quasi-experimental design with a post-test control group. The study involved 118 students, divided into an experimental group and a control group. The experimental group was taught using a structured five-phase model (engagement, exploration, transformation, presentation, reflection), while the control group followed a traditional e-learning approach. Validated questionnaires were used for data collection, and data analysis was conducted using MANOVA. Results. The results revealed a statistically significant superiority of the experimental group in the development of the targeted skills. Scientific novelty. The scientific novelty of this study lies in the development of a holistic pedagogical model that integrates social collaboration, principles of ubiquitous learning, and a constructivist approach to unify formal and informal educational contexts. Practical significance. The proposed model represents a scalable solution for enhancing the quality of educational outcomes within the higher education system. It provides educators with a specific tool to develop key 21st-century competencies and contributes to the theoretical advancement of pedagogy in the digital era.
Collaborative learning · Creativity · Higher education · Informal learning · Novelty · Educational Leadership and Innovation · Innovations in Education and Learning Technologies · Innovative Teaching and Learning Methods
Quasi-Experimental Design
The Systems Model of Creativity
Mind in Society
A Dialectic Perspective on Innovation
Classroom contexts for creativity
Navigating the Curriculum Landscape
Instructional Design Models for Pervasive Learning Environment
How to measure students’ innovation competences in higher education
Challenging Preconceptions
Creativity and innovation
Creative Problem Solving (CPS)
Systematic review of research on artificial intelligence applications in higher education – where are the educators
The contribution of the Internet into learning
Communities of innovation
| Citation velocity | historical |
|---|---|
| Highly cited | No |