Burakgazi, Sevinc Gelmez;
Reiss, Michael J;
(2025)
Exploring creative thinking skills in PISA: an ecological perspective on high-performing countries.
Frontiers in Psychology
, 16
, Article 1554654. 10.3389/fpsyg.2025.1554654.
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Gelmez Burakgazi & Reiss 2025 Front Psychol Exploring creative thinking skills in PISA - an ecological perspective on high-performing countries.pdf - Published Version Download (924kB) | Preview |
Abstract
INTRODUCTION: Creative thinking is a growing focus in educational reforms worldwide. Extensive research explores its development, measurement, various conceptions, and pedagogical approaches like creative teaching and teaching for creativity. A significant development in this area was the inclusion of creative thinking as an innovation domain in the 2022 Programme for International Student Assessment (PISA). The PISA 2022 assessment sought to evaluate the ability of 15-year-old students across 64 jurisdictions to generate, evaluate, and improve original and diverse ideas. METHODS: This paper examines the key findings of the PISA 2022 creative thinking results from three high-performing jurisdictions in different parts of the world: Singapore, Canada, and Finland. We use Bronfenbrenner’s ecological perspective to understand the interplay of various systemic influences on students’ creative thinking abilities within these educational contexts. RESULTS: Our analysis, informed by Bronfenbrenner’s framework, highlights how different ecological systems may contribute to their observed outcomes. DISCUSSION: While acknowledging the complexities and potential pitfalls of directly transferring educational policies between countries, this paper discusses the implications of these findings for school education. We suggest that researchers, policymakers, and educators can gain valuable insights by examining the policies, contexts, and practices of these high-performing nations through an ecological lens, fostering a deeper understanding of how to nurture creative thinking in diverse educational settings.
| Type: | Article |
|---|---|
| Title: | Exploring creative thinking skills in PISA: an ecological perspective on high-performing countries |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/fpsyg.2025.1554654 |
| Publisher version: | https://doi.org/10.3389/fpsyg.2025.1554654 |
| Language: | English |
| Additional information: | © 2025 Gelmez Burakgazi and Reiss. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| Keywords: | Creative thinking skills, PISA, international educational assessments, ecological systems theory, Bronfenbrenner, educational policy, creativity awareness |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10212169 |
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