Creative thinking skills have become necessary and desirable competency for any professional. Learning styles are a reflection of the habitual behavior determining distinct preferences in a given learning situation. Evidence has suggested that there is a kind of relationship between these two variables. However, existing research on this has been rather minimal. It is worth noting that systematic review is used in this study for the exploration and determination of the relationship between learning styles and creative thinking skills. Five electronic databases were applied with a focus on studies that focused on the relationship between learning styles and creative thinking skills. Seven studies were finally included. Four key themes explain the results: Evolution of Creative Thinking in Academic Progress, Main Learning Styles, Learning Styles and Student Achievement, and Learning Styles and Creative Thinking Skills Correlation. The conclusion reached was comparative studies were able to illuminate on the existing relationship between learning styles and creative thinking skills. Nonetheless, more research needs to be carried out to determine the extent of this relationship or rather to enhance its significance.
The 21 st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting training programs for faculty members in Saudi universities by presenting a comparison of qualitative data between the efforts of two major American universities, the American University and Virginia Tec University, and the efforts of King Saud University. This comparison tries to display how these universities endeavor to meet the current teaching and learning needs. The results are not surprising; the two American universities are coming up with skills training programs that are deemed to be appropriate, including: conferences and workshops, faculty member orientations, consulting, instructional support, online training, discussion forums, family-led discussions, junior faculty training, and summer training programs. They appear to have successfully instituted the 21 st century focused skills training programs. Consequently, faculty members from these universities are able to provide students with the knowledge needed to navigate the current challenges. In contrast, King Saud University may have not instituted the programs effectively. Unfortunately, it has not prioritized 21 st century professional skill training programs that would make faculty members fit well in the changed learning environments. However, there is a chance for fully implementing new programs that suit the current challenges and needs for faculty members in Saudi universities. Therefore, the paper provides some recommendations for trainers as well as program developers on the light of these results.
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