The impact of educational digitalization on the creativity of students with special needs: the role of study crafting and creative self-efficacy

Abstract

Special needs are of paramount importance in international equitable education. The focus on students with special needs has become the basis of current special education and education reform. The world is currently undergoing a pivotal phase of digital transformation, with educational digitalization gradually developing. However, only a few studies have focused on the effect of educational digitalization on the creativity of students with special needs, and most of them have ignored its internal mechanism. This study therefore aims to explore the manner in which and the circumstances under which educational digitalization affects the creativity of students with special needs. Building upon information theory, this study proposes a mediated moderating framework to examine the effects of educational digitalization on the creativity of students with special needs, considering the mediating role of studying crafting and the moderating effect of creative self-efficacy. A survey methodology was employed to collect empirical data on the interrelationships among educational digitalization, study crafting, creative self-efficacy, and the creativity of students with special needs. The results demonstrated a significant positive relationship between educational digitalization and the creativity of students with special needs through study crafting. Furthermore, creative self-efficacy was found to play a moderating role in this process. The findings provide educators and policymakers with practical guidance on how to optimize the implementation of digital technologies in educational environments in order to promote education equity.