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Education Sciences
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Higher Education and Creativity: International Perspectives on Stimulating Student Engagement
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Higher Education and Creativity: International Perspectives on Stimulating Student Engagement

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (31 December 2025) | Viewed by 19740

Special Issue Editor

Dr. Simon Brownhill

E-Mail Website
Guest Editor
School of Education, University of Bristol, Bristol BS8 1JA, UK
Interests: creativity; supporting and training adult learners; children’s behaviour management; men in the early years; children’s writing; (self-)reflection; assessment; research ethics

Special Issue Information

Dear Colleagues,

The higher education arena has long been deemed a space in which tertiary learning is facilitated through traditional ‘dry’ approaches (Gouthro, 2019). It is claimed that in most countries, the sector ‘certifies knowledge rather than nurtures learning’ (El-Azar, 2022); this adds fuel to damning assertions of higher education institutions failing to positively respond to the demand for learning flexibility, diversity, and innovation in provision. In an effort to remain relevant and successful, Brownhill (2025) argues that there is a serious need for universities across the globe to enrich the learner experience, (re-)engaging students to improve institutional trust, learner achievement, and perceived value-for-money (Pham et al., 2022). In keeping with this need, the specific focus of this Special Issue is on creative ways (think strategies, methods, approaches, techniques, tools/resources) of engaging students (think physically, intellectually, linguistically, emotionally, socially) at the tertiary level as part of this learner experience.

The purpose of this Special Issue is to provide scholars with a ‘safe creative space’ to report on and discuss approaches and practices in which creativity has/could be used in engaging ways to stimulate new thinking, energise professional practice and situated learning, and inspire researchers, instructors, and students at the university level. Scholars are invited to submit empirical or theoretical papers, along with opinion pieces, that focus on innovative and stimulating ways of engaging students as part of the tertiary learner experience, these being influenced by practices advocated/implemented at an operational, tactical, and/or strategic level, and at varying levels of student study (undergraduate, postgraduate, and doctoral).

Suggested topics or themes include:

  • Engaging students through creative approaches to learning;
  • Engaging students through the creative use of different learning environments;
  • Engaging students through creative methods of assessment;
  • Engaging students through creative teaching practices;  
  • Engaging students through the creative use of technologies;  
  • Engaging students through creative activities at induction/graduation;
  • Engaging students through creative programmes to develop peer relationships and/or course community building;
  • Engaging students as creative/critical/reflective thinkers through practical strategies.

Dr. Simon Brownhill
Guest Editor

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

  • higher education
  • creativity
  • international perspectives
  • students
  • engagement
  • practices

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

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Research

16 pages, 243 KB  
Article
Experiential Learning Modules for Teaching International Agricultural Development: How to Use These Tools and Assess Their Impact
by Joseph J. Molnar, Abhimanyu Gopaul and James R. Lindner
Educ. Sci. 2026, 16(1), 75; https://doi.org/10.3390/educsci16010075 - 6 Jan 2026
Viewed by 793
Abstract
Experiential learning involves gaining knowledge and understanding from real-life experiences, which helps develop new theories through fresh insights. Kolb described learning as the process of creating knowledge through transforming experience. Its main idea is that challenges and experiences, followed by reflection, lead to [...] Read more.
Experiential learning involves gaining knowledge and understanding from real-life experiences, which helps develop new theories through fresh insights. Kolb described learning as the process of creating knowledge through transforming experience. Its main idea is that challenges and experiences, followed by reflection, lead to learning and growth. An experiential learning module (ELM) is a type of simulation that replicates a real-world situation, simplified to help participants understand complex problems from their perspective. It is based specifically on Kolb’s experiential learning cycle. ELMs use pictures, videos, and voice-over presentations to create a rich, contextually relevant, vicarious learning experience for classroom learners. In this study, the main ELM developed in Haiti was based on Kolb’s learning cycle. The primary goal of the ELM was to help global agriculturalists tackle complex issues related to food insecurity in developing countries. The purpose of this paper is to explain what experiential learning modules are and how to implement them in a study abroad program. An ELM on plantain production in Haiti was used as a case example. Students completed pre- and post-reflection surveys to evaluate their initial assumptions, expectations, and knowledge about the subject, as well as what they learned. A learning assessment measured their understanding of the ELM content. By analyzing the participants’ comments, the instructional approach proved effective in providing a vicarious experience within the classroom. The results from the initial classroom use of the banana and plantain learning module, along with student reactions, offered valuable feedback that led to proposed revisions and improvements to the tool. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
23 pages, 1937 KB  
Article
Inventive Methods in Conceptual Architectural Design
by Igor Labuda and Jolanata Dzwierzynska
Educ. Sci. 2026, 16(1), 26; https://doi.org/10.3390/educsci16010026 - 24 Dec 2025
Cited by 1 | Viewed by 733
Abstract
In architectural design, the conceptual phase is of particular importance, as it plays a crucial role in achieving ambitious goals and creating valuable design concepts. Due to the ongoing automation of design processes and the dynamic development of artificial intelligence, architects are beginning [...] Read more.
In architectural design, the conceptual phase is of particular importance, as it plays a crucial role in achieving ambitious goals and creating valuable design concepts. Due to the ongoing automation of design processes and the dynamic development of artificial intelligence, architects are beginning to compete with generative AI. In this competition, creativity remains the primary human advantage. This article seeks to answer the following question: how can the creative competence of designers be enhanced during the architectural design process? The aim of the research presented in this paper was to examine the usefulness of selected inventive methods in educating architecture students by enhancing their creative competence during conceptual architectural design. The research, which was conducted during the architectural creative process, took the form of a didactic experiment. Statistical methods, tables, and charts were used to present the results of these studies. The results of the conducted research indicate that, for the majority of participating architecture students, the analyzed inventive methods proved useful in enhancing their creative competence—particularly in terms of fluency, flexibility, and originality. To increase the competitiveness of future architects, their professional education can be directed toward strengthening creative abilities, for instance, through the inventive methods analyzed in this research. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
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27 pages, 6851 KB  
Article
Game-Based Learning Enhances Engagement and Comprehension in Undergraduate Architecture and Biology Education
by Somaye Seddighi-Khavidak, Barbara N. Sanchez, Sunny S. K. Chan and Gengyun Le-Chan
Educ. Sci. 2026, 16(1), 9; https://doi.org/10.3390/educsci16010009 - 21 Dec 2025
Viewed by 1886
Abstract
Background: Game-based learning (GBL) grounded in constructivist and experiential learning theories has emerged as a promising strategy to improve engagement, motivation, and knowledge retention in higher education, particularly within STEM disciplines. Methods: This mixed-methods study evaluated the impact of GBL on student engagement, [...] Read more.
Background: Game-based learning (GBL) grounded in constructivist and experiential learning theories has emerged as a promising strategy to improve engagement, motivation, and knowledge retention in higher education, particularly within STEM disciplines. Methods: This mixed-methods study evaluated the impact of GBL on student engagement, self-efficacy, and knowledge retention in undergraduate biology and architecture courses—two fields where GBL remains underexplored. Results: Thirty-three students (age 19.6 ± 1.6 years) participated, with near-equal representation from biology (51.4%) and architecture (48.6%) majors. Following GBL implementation, students reported significantly higher levels of engagement, participation, and perceived retention (p < 0.0001; effect size V ≥ 0.43). Biology students demonstrated greater gains in engagement and retention, while architecture students showed stronger improvements in participation and self-confidence. Qualitative feedback highlighted GBL’s interactivity and enjoyability, though some students noted distractions and accountability as challenges. Conclusions: Despite limitations such as small sample size and reliance on self-reported outcomes, the findings suggest that GBL is an effective, student-centered instructional tool with distinct benefits across disciplines. Broader, longitudinal studies using objective assessments are recommended to further validate its impact and inform scalable applications in STEM education. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
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19 pages, 309 KB  
Article
University Students’ Character Strengths and Their Impact on Quality Education in Higher Education
by Thet Thet Mar, Balqees Rashid Suleiman AL Mandhari, Mária Hercz and Ahmed Said AlGhdani
Educ. Sci. 2025, 15(10), 1407; https://doi.org/10.3390/educsci15101407 - 19 Oct 2025
Cited by 2 | Viewed by 2655
Abstract
Character strengths are the positive personality traits essential for a meaningful life. Recognising and applying character strengths is crucial to becoming high-quality learners. This study explores the role of character strengths in enhancing the quality of education within Hungarian Higher Education, an area [...] Read more.
Character strengths are the positive personality traits essential for a meaningful life. Recognising and applying character strengths is crucial to becoming high-quality learners. This study explores the role of character strengths in enhancing the quality of education within Hungarian Higher Education, an area often neglected in discussing quality education. Using purposive sampling, semi-structured interviews were conducted with ten international students enrolled in BA and MA Teacher Education programs. The study explored how students perceive and apply character strengths to support learning and academic engagement. Data were analyzed using qualitative content analysis with ATLAS.ti software. The findings highlight several key strengths—such as creativity, hope, curiosity, teamwork, and self-regulation—as essential to fostering effective learning environments. Four predominant thematic areas emerged: the importance of positive personality traits, the pivotal role of the teacher–student relationship in fostering a conducive learning environment, the integration of character strengths in education, and personal development and character strengths, elucidating the integral role of character strengths in promoting quality education, advocating for a harmonious equilibrium between academic knowledge and personal growth. The study also contributes to the limited literature on character strengths in Hungarian Higher Education and suggests directions for future research. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
22 pages, 956 KB  
Article
From Engagement to Achievement: How Gamification Impacts Academic Success in Higher Education
by Maria Buenadicha-Mateos, Maria Isabel Sánchez-Hernández, Oscar R. González-López and Juan Luis Tato-Jiménez
Educ. Sci. 2025, 15(8), 1054; https://doi.org/10.3390/educsci15081054 - 18 Aug 2025
Cited by 9 | Viewed by 9997
Abstract
Gamification is being increasingly applied in various contexts, including higher education, to enhance student engagement and academic performance. Despite the growing body of empirical research on this topic, questions remain regarding its effectiveness in improving tangible academic outcomes. This study explored the impact [...] Read more.
Gamification is being increasingly applied in various contexts, including higher education, to enhance student engagement and academic performance. Despite the growing body of empirical research on this topic, questions remain regarding its effectiveness in improving tangible academic outcomes. This study explored the impact of gamification on 1056 university students in Business Management through two controlled quasi-experimental settings. Official academic performance indicators were used to assess the influence of gamification on results. The findings demonstrate significant positive effects of gamification on all performance indicators. However, no significant changes were observed in attendance rates, as the percentage of non-attending students remained unchanged under both experimental conditions. These results contribute to the understanding of how gamification can shape academic outcomes and highlight areas for further investigation in educational settings. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
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17 pages, 3420 KB  
Article
Learning Infant Development and Surveillance Through a Series of Board Games Designed for Psychology Students
by Boonroungrut Chinun
Educ. Sci. 2025, 15(4), 457; https://doi.org/10.3390/educsci15040457 - 7 Apr 2025
Viewed by 2596
Abstract
Human development education often relies on traditional, lecture-based teaching methods, thus limiting opportunities for active engagement. The lack of diverse creative and active teaching approaches hinders psychology students’ ability to fully understand and apply complex concepts. This study examined the effectiveness of a [...] Read more.
Human development education often relies on traditional, lecture-based teaching methods, thus limiting opportunities for active engagement. The lack of diverse creative and active teaching approaches hinders psychology students’ ability to fully understand and apply complex concepts. This study examined the effectiveness of a designed series of board games to enhance understanding of infant development and surveillance among psychology students. A mixed-method approach using a randomized matched control group design and qualitative exploration was applied. In the experiment, there were two groups, intervention and conventional learning, in three data collection phases. A design involving 60 students (30 in each group) was employed. The qualitative exploration involved the completion of a weekly journal to explore the students’ learning experiences when playing board games. A 2 × 3 mixed-design Analysis of Variance (ANOVA) with content analysis of the journal texts was performed. The results revealed that the created board games significantly enhanced students’ understanding, with them achieving significantly higher understanding scores in the posttest and follow-up phases in learning development progress. An interaction effect for the treatments and test phases was also noted. Meanwhile, the qualitative findings complemented and reinforced the quantitative results, offering deeper insights into the learning experiences and valuable suggestions for improving the design and rules of the games. In conclusion, by tailoring the board games to learning objectives associated with infant developmental psychology, educators can enhance student engagement, knowledge retention, and real-classroom application. Full article
(This article belongs to the Special Issue Higher Education and Creativity: International Perspectives on Stimulating Student Engagement)
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