Cultivating Creativity of Graphic Design and Multimedia Students: The Perceptions of Arab Faculty and Experts

Abstract

While a consensus has emerged on the importance of creativity in graphic design and multimedia field, little systematic research has attempted to understand its facilitators or inhibitors in the graphic and multimedia education across colleges and universities. The current investigation surveys a sample of experts as well as professors teaching across the Arab World concerning their perceptions on the most significant correlates of creative thinking among students. Results point to the importance of: (1) instructors’ engagement; (2) appropriate use of instructional strategies, tools, and resources; (3) institutional support; (4) peer support; and (5) the removal of red-tape regulatory frameworks. Most importantly, this research highlights the need to move away from the rigid higher education creativity model assuming perfection, precision, accuracy, and optimal effectiveness to a more flexible creativity framework. The Multi-Layered Autonomous Phases Model (MLAPM) is proposed as an alternative approach to cultivating creativity at the higher education level. The MLAPM applies to all levels beginning with the students and the instructor in the classroom and all instructional tools applied, moving upward to the institutional administration levels. The model offers cost-effective, flexible, dynamic, and effective practices that improve levels of creativity and creative thinking among students without the need to invest in new costly equipment, tools, curriculum, or instructional programs.

How Multimedia Learning Enhances Students' Mathematical Creativity in Science Education: A Meta-Analysis Study

“…Since the fail-safe N is 10358 and higher than the value of 5k + 10, it can be concluded that there is no publication bias in this metaanalysis study. Research on creativity in education has shown a strong relationship between the learning strategies used in the classroom and students' levels of creative thinking (Elkilany & Yousef, 2021). Support to continue to improve student creativity must continue to be carried out either through related institutions or in the field of research.…”

Concepciones diversificadas del pensamiento creativo en la formación del diseño gráfico desde la perspectiva interdisciplinar

“…El impulso del pensamiento creativo se ha basado, en cierta forma, en la colaboración entre pares, la retroalimentación continua, y la evolución de los proyectos, pues la reflexión en el contexto del diseño es un componente clave para mejorar las ideas. Esta habilidad, por lo tanto, también representa una forma de comunicar las propuestas y adecuarlas a un entorno, donde la interdisciplina representa un aporte a la formación del profesional (Elkilany & Yousef, 2021). Sin embargo, se han presentado ciertos retos para la interdisciplina en el diseño.…”