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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 August 2025) | Viewed by 10189

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Special Issue Editors

Prof. Dr. Seokhee Cho

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Guest Editor

School of Education, St. John’s University, Queens, NY 11439, USA
Interests: creativity; creative problem solving; gifted education

Dr. Jenny Yang

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Guest Editor

School of Education, St. John’s University, Queens, NY 11439, USA
Interests: math education; English learners; computer education

Prof. Dr. Mark A. Runco

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Guest Editor

1. Director of Creativity Research & Programming, Southern Oregon University, Ashland, OR 97520, USA
2. Radical Creativity, Aalto University, P.O. Box 11000 Helsinki, Finland
Interests: creativity

Special Issue Information

Dear Colleagues,

Education Sciences is planning a Special Issue on understanding creativity and education associated with developing talent in academic domains. The Special Issue is scheduled to be published in April 2026 and is currently soliciting proposals for manuscripts. The first article by the Special Issue editors will provide a landscape rationale for education for developing creativity in specific talent domains, including current major models that explore the features of developing creativity over time. We are seeking additional manuscripts that focus on the differing opportunities needed to transform abilities in specific academic domains into potential creative contributions. Although not every person’s trajectory will lead to creative contributions, clarifying the pathways and barriers to fulfilling creative potential is arguably an aspirational goal for the efforts of individuals and their supporters.

Manuscripts must focus on a specific field in the academic domain. Authors can submit exploratory research to advanced quantitative and/or qualitative studies or reviews of the literature. We are most interested in articles that present or rely on empirical research but will consider proposals for strong theoretical or exploratory manuscripts. We encourage manuscripts from scholars that are co-authored by those who have worked successfully as professionals in the field they are writing about.

Potential studies may include but are not limited to the following:

Evidence regarding pathways, critical experiences, or significant markers of progress in developing creativity, preferably in specific domains.
Implementation of psychosocial skills mentoring, teaching, or coaching in developing high performance, preferably in a specific field.
Illustrations of instructional strategies currently shared with a limited audience.
Examples of crucial experiences that are necessary in particular domains during the school years (anticipating that different domain trajectories may begin in elementary school and some not until post-secondary education).
Identification of factors most dependent on financial and social capital and how this disparity might be addressed.

The deadline for proposal submissions is 15 December 2024. Prospective authors will find it useful to consult the general aim and scope for the journal at Education Sciences | An Open Access Journal from MDPI. This Special Issue will be guest edited by Dr. Seokhee Cho, Dr. Jenny Yang, and Dr. Mark Runco.

Proposals should include a title and a 500–750-word abstract describing the planned manuscript and how it will enhance understanding of the development of creativity, beginning from early childhood to the pre-collegiate years in a specific domain.

Please provide some of the placeholders in the abstract for inclusion of the following in all final submissions:

a discussion of the basic components needed for creativity development.
opportunities needed to develop creativity at the experts’ level.
indicate how one knows or finds out they are creative.
how individuals keep moving on the trajectory of creativity development including relevant psychosocial skills
advice for those wishing to make creative eminent contributions.

In keeping with the journal’s submission guidelines, manuscripts should not exceed 9000 words, excluding references, tables, and figures.

The timeline for this Special Issue is as follows:

Authors notified of invitation to submit no later than 31 December 2024. (The acceptance of a proposal does not guarantee acceptance of submitted manuscripts, as final manuscripts will go through masked review and must be accepted through the journal’s review process.)
Manuscripts due no later than 15 August 2025.
Reviews and action letters to authors by 30 September 2025.
Revisions due back from authors within 1 month of receipt.
Final accepted manuscripts completed and returned to guest editor by 30 November 2025.

Submit proposals as an attached Word document by e-mail to a Guest Editor of the Special Issue, Seokhee Cho (chos1@stjohns.edu). Submissions of the complete manuscripts will be Via the Education Sciences online submission page: MDPI | Manuscript Submission. If you have questions or would like additional information, please contact the Guest Editorial Staff at chos1@stjohns.edu, yangj1@stjohns.edu.

Prof. Dr. Seokhee Cho
Dr. Jenny Yang
Prof. Dr. Mark A. Runco
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

creativity
creative problem solving
problem solving
critical thinking
development
specific domain

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Published Papers (8 papers)

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21 pages, 3258 KB

Open AccessArticle

Developing Mathematical Creativity in High-Potential Kindergarten English Learners Through Enrichment and Tangram Activities

by Gülnur Özbek, Rachel U. Mun, Yuyang Shen, Weini Lin, Melissa Spence and Seokhee Cho

Educ. Sci. 2025, 15(12), 1581; https://doi.org/10.3390/educsci15121581 - 24 Nov 2025

Viewed by 331

Abstract

Early mathematical learning predicts later academic achievement, and creativity within mathematics plays a central role in higher-order thinking. This study examined the effects of linguistically responsive mathematics enrichment programs for nurturing mathematical creativity. Participants were 250 high-potential kindergarten English Learners across six urban schools in New York, Texas, and California. A linguistically responsive enrichment intervention adapted from the Mentoring Young Mathematicians (M²) math curriculum was implemented for 80 h across seven months. Using the Tangram Creativity Assessment, fluency, flexibility, and originality were measured in students’ tangram problem solving. Additional predictors included Tangram Problem Solving Speed (TPSS), general reasoning (CogAT), and mathematical achievement (NWEA MAP Math). ANCOVA showed significant post-test differences favoring the intervention group across all creativity components. Two-group structural equation modeling analysis supported measurement invariance and explained 55–60% of posttest creativity variance. TPSS emerged as the strongest predictor, with greater effects for the intervention group. These findings highlight the potential of enrichment programs and language-accessible geometry tasks to cultivate creativity in young gifted ELs by strengthening their mathematical foundation while supporting flexible and original problem solving. Full article

(This article belongs to the Special Issue Creativity and Education)

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25 pages, 1259 KB

Open AccessArticle

Latent Profile Analysis of Computational Thinking Skills: Associations with Creative STEM Project Production

by Gülnur Özbek

Educ. Sci. 2025, 15(11), 1561; https://doi.org/10.3390/educsci15111561 - 19 Nov 2025

Viewed by 307

Abstract

This study examines the performances of gifted and talented high schoolers in transforming computational thinking skills and mathematical knowledge into creative STEM project production. A mixed-methods sequential explanatory research design involving 112 participants was employed. In the first quantitative phase, the Computational Thinking Skills Scale was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. Latent profile analysis yielded three CTS profiles: high (29%), moderate (51%), and basic (20%). The qualitative phase used a case study to examine, latent profile participants’ project production experiences of computational thinking in problem-solving, cooperative learning, critical thinking, creative thinking, and algorithmic thinking, as well as the domain, outcomes, and dissemination of projects over 23 weekly sessions. The results indicated that while three latent profiles demonstrated comparable performances in problem-solving and cooperative learning, differences in creativity of project products and dissemination were associated with variations in algorithmic, critical, and creative thinking skills. Algorithmic and logical designs, mathematical models, prototypes, and patent applications produced by gifted high school students reflected the transformation of computational thinking skills into creative project productivity. Full article

(This article belongs to the Special Issue Creativity and Education)

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14 pages, 292 KB

Open AccessArticle

The Impact of STS-Oriented Nature Education Programs on Middle School Students’ Creativity

by Selda Demirçalı

Educ. Sci. 2025, 15(11), 1556; https://doi.org/10.3390/educsci15111556 - 19 Nov 2025

Viewed by 450

Abstract

This study investigated the impact of a Science-Technology-Society (STS)-based nature education program on the creativity levels of middle school students. Recognizing creativity as a crucial human capacity for individual and societal progress, the research focused on its core elements, including the generation of novel solutions, diverse perspectives, and original ideas. The STS approach, which emphasizes constructivist learning and problem-solving within real-world contexts, was employed to enhance skills such as visualization, mental image formation, combining objects and ideas innovatively, generating alternative uses, and designing tools and machines. A quasi-experimental single-group pre-test–post-test design was utilized. Participants included 60 middle school students (15 from each of grades 5 to 8) comprising 30 gifted students enrolled in Science and Art Centers simultaneously. Students’ creativity levels were assessed using the Test for Creative Thinking-Drawing Production (TCT-DP), which is a figural test measuring holistic creativity across 14 criteria. Data were analyzed using arithmetic means, paired-sample t-tests, and independent-sample t-tests. The results demonstrated a statistically significant and large improvement in overall creativity following the intervention (t(59) = 7.14, p < 0.001; Cohen’s d = 0.92). Notably, no significant differences in creativity were observed between the gifted and non-gifted groups either before or after the program. These findings align with previous research indicating that out-of-school environmental and nature-based activities can enhance students’ creative thinking and problem-solving skills. The study suggests that STS-based nature education effectively fosters creativity and should be integrated into curricula to strengthen problem-solving, perspective-taking, and idea generation skills. Full article

(This article belongs to the Special Issue Creativity and Education)

13 pages, 351 KB

Open AccessArticle

Self-Rated Originality as a Mediator That Connects Creative Activities and AI-Rated Originality in Divergent Thinking

by Yoojoong Kim and Denis Dumas

Educ. Sci. 2025, 15(11), 1525; https://doi.org/10.3390/educsci15111525 - 12 Nov 2025

Viewed by 449

Abstract

Engagement in everyday creative activities is widely considered to be a good way to develop creative thinking ability. Perhaps, by engaging in such activities, creators can learn at which point their work could be acknowledged as novel and useful by peers or experts in the field. However, little is known about the underlying mechanisms of this development process. So, our study aimed to examine the mediating effect of self-rated originality on the relationship between everyday creative activities and AI-rated originality in divergent thinking. In our dataset, the indirect effect of everyday creative activities on AI-rated originality was significant, whereas the direct effect was not significant, indicating full mediation. These results revealed that engaging in everyday creative activities did not directly enhance AI-rated originality but instead indirectly contributed to AI-judged originality through students’ generation of self-perceived original ideas. Our empirical findings will open the door to a better understanding of how incorporating students’ self-evaluations into creative education might facilitate the transition from creative activities to creative thinking, and eventually to domain-specific creative achievements. Full article

(This article belongs to the Special Issue Creativity and Education)

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19 pages, 1844 KB

Open AccessArticle

A Bibliometric Analysis of Creativity Studies Within Giftedness

by Feyzullah Şahin

Educ. Sci. 2025, 15(11), 1517; https://doi.org/10.3390/educsci15111517 - 10 Nov 2025

Viewed by 695

Abstract

The relationship between intelligence and creativity has remained a focus of research for nearly 75 years. The primary objective of this study was to examine the current state of research on creativity in the context of giftedness and to identify prevailing trends. This study employed a bibliometric analysis of scholarly articles on the subject in English. The findings offer a comprehensive overview of the performance metrics, intellectual structure, and emerging trends within the literature on creativity in giftedness. Prominent journals, articles, institutions, countries, and authors were identified. Moreover, trends and network structures related to research topics were revealed. One of the most striking findings regarding the performance analysis of the studies was that the US is the most successful country in many areas such as citation frequency, institutional contributions, and author productivity. A significant insight from the trend analysis was the noticeable absence of technology-related topics such as artificial intelligence and machine learning, despite their growing relevance in educational research. That is why these areas are recommended for future investigation. Full article

(This article belongs to the Special Issue Creativity and Education)

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36 pages, 1094 KB

Open AccessSystematic Review

Mathematical Creativity: A Systematic Review of Definitions, Frameworks, and Assessment Practices

by Yasemin Sipahi and A. Kadir Bahar

Educ. Sci. 2025, 15(10), 1348; https://doi.org/10.3390/educsci15101348 - 11 Oct 2025

Viewed by 1781

Abstract

Mathematical creativity (MC) plays an important role in mathematics and education; however, its conceptualization and assessment remain inconsistent across empirical studies. This systematic review examined how MC has been defined, conceptualized, and assessed across 80 empirical studies involving K-12 populations. Through thematic analysis, the study identified three definition types: divergent thinking, problem-solving, and problem-posing, as well as affective–motivational emphasis. We organized theoretical frameworks into three categories: domain-general, domain-specific, and multidimensional frameworks. Results showed that the most common definitions emphasized divergent thinking components while fewer studies highlighted affective and dispositional factors. Domain-specific frameworks were the most frequently used, followed by multidimensional frameworks. Regarding assessment, studies predominantly relied on divergent-thinking scoring. Most assessments used criterion-referenced rubrics with norm-based comparisons. They were delivered mainly in paper-pencil format. Tasks were typically open-ended multiple-solution problems with fewer studies using self-reports or observational methods. Overall, the field prioritizes product-based scoring (e.g., fluency, flexibility, originality) over evidence about students’ solution processes (e.g., reasoning, metacognitive monitoring). To improve cross-context comparability, future work should standardize and transparently report age, grade, and country coding and scoring practices. Full article

(This article belongs to the Special Issue Creativity and Education)

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12 pages, 225 KB

Open AccessCommentary

The Misleading Definition of Creativity Suggested by AI Must Be Kept out of the Classroom

by Mark A. Runco

Educ. Sci. 2025, 15(9), 1141; https://doi.org/10.3390/educsci15091141 - 2 Sep 2025

Cited by 1 | Viewed by 1529

Abstract

The advent of AI is likely to make it difficult to support the creativity of students. This article points to the specific problem whereby the pseudo-creativity of AI is misinterpreted as authentic creativity, which could in turn mislead educators. The result would be a failure to optimally support the authentic creativity of students. There are suggestions that AI can be creative, but also compelling reasons to reject that claim. These include the need for a self in creativity and the role of the self in the creative process. Self-expression, for instance, requires a self, as part of the process. Then, there is the intrinsic motivation that characterizes the human creative experience and may be involved in the problem finding that is critical for the creative process. Each of these positions is reviewed in this article. The curious thing is that, even with compelling reasons to distinguish the authentic creativity of students from the artificial creativity of AI, definitions of creativity seem to be changing. The unique feature of the present effort is its examination of the reasons why definitions seem to be changing, even when, according to creativity research and theory, they should not. This article describes, (a) the surprising and incorrect position that AI can be creative, and, (b) problems that would occur if this position is applied in the classroom. It then (c) attempts to explain why that position is in fact taking hold, as is suggested by the changes in how creativity is defined. This explanation requires looking beyond creativity theory to broad social contexts, which are economic, political, scientific, and technological. This article concludes with (d) recommendations for supporting the authentic creativity of students. The recommendations exclude ideas suggested by the misleading definition of creativity, described in (a) and were instead selected based on their relationships specifically with authentic creativity. Full article

(This article belongs to the Special Issue Creativity and Education)

16 pages, 274 KB

Open AccessEssay

Developing Creativity in Psychological Science and Beyond

by Robert J. Sternberg

Educ. Sci. 2025, 15(2), 201; https://doi.org/10.3390/educsci15020201 - 7 Feb 2025

Cited by 2 | Viewed by 2542

Abstract

This article considers the problem of developing creativity, with a focus on psychological science. What makes a psychological or other scientist creative, and what are the attitudes as well as skills that one must develop to become creative? What can educators do to enhance their creativity for the benefit of science and the world? The essay focuses on transformational creativity—creativity that makes the world a better place. Transformational creativity requires individuals to defy popular beliefs (the crowd) and assumptions (the Zeitgeist) and often, their own past beliefs (the self). The essay also provides tips for improving creativity that draw on the experience of 100 highly eminent psychologists who were identified in a survey by Edward Diener and his associates. These creators were transformational in their own field of psychology. Mentors and teachers, in general, should put more focus on developing transformationally creative attitudes in their work with young people, because those are the attitudes that will make the field better and make the world a better place. Full article

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