Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, engineering education does not usually assess academic performance in terms of creativity, and although interest in creative processes in engineering is growing, its implementation in the classroom is still scarce. In the present study, a creativity workshop was conducted in order to find multiple solutions to the problem posed, in accordance with divergent thinking. The workshop was based on a 3D CAD modelling activity, and the students needed to give different 3D design solutions starting from a two-dimensional shape. The participants were 72 engineering students from the engineering graphics subject in the degree in agricultural engineering and rural areas. Nine different creative components were evaluated. That way, not only was a generic measure of creativity obtained, but it was also possible to know the evolution of the student after the workshop for each of the components of creativity separately. The results of the workshop confirmed that creativity could be enhanced, and therefore, the learning process for sustainability can be improved in engineering.
This is an open access article distributed under the Creative Commons Attribution License
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited