This piece is authored by Brian Lamb, the CEO of Swivl, an eLearning provider that specializes in classroom management.
Creativity plays a crucial role in all levels of education, spanning from young children engaged in art classes to higher education students embarking on research projects. Once seen as solely a human trait, creativity is now a primary focus of innovative technological solutions like artificial intelligence. The integration of AI in education is continuously progressing, thereby expanding the boundaries and potential of creativity.
Back in 1993, when the World Wide Web was first introduced, many individuals were skeptical of this pioneering technology. Over time, people have adapted and gained a comprehensive understanding of the internet’s myriad applications. Today, it holds a significant position in our daily lives, impacting academics, careers, and personal activities.
A similar trend is unfolding with AI, with humanity only scratching the surface of its vast capabilities. The recent advancements in AI technology have already begun and will undoubtedly continue to influence the creative landscape of the future.
AI, with its ability to process extensive information at a rapid pace and establish intricate connections, is compelling educators, and others reevaluate the conventional notions of creativity. Although the full implications of AI implementation in education are still uncertain, many educators and parents are curious about its potential long-term effects on students’ creative capacities.
So, what is the proposed solution for the future? Higher-order creativity.
Defining Higher-Order Creativity
To begin with, higher-order creativity entails thinking about thinking, which involves regulating and being aware of one’s cognitive processes, also known as metacognition. In the context of creativity, individuals employing higher-order thinking can contemplate how they can generate, recognize, and surmount their impulses amidst the most challenging aspects of the creative process.
These challenging phases often include fear of criticism and a lack of motivation.
Innovation of novel ideas is just the initial step in the creative process. Those with higher-order creativity can push beyond by critically evaluating their ideas, making requisite modifications, and, in the process, fortifying their resilience against obstacles, fostering a disposition for iteration, and perseverance throughout the creative journey.
For many students, the fear of failure stands as a significant obstacle that often leads them to abandon learning or creative pursuits. A recent study conducted by the Annals of the New York Academy of Science revealed that high school students’ mindsets influence their perception of an academic setback as a permanent failure. Following interviews with 300 high school students nationwide, researchers noted that common student reactions to setbacks included intense emotions such as anger, shame, and frustration. While these emotional responses may prompt venting, they can also drain students’ energy and motivation.
Given the weight of the fear of failure, students increasingly rely on technology, particularly AI, to ease their classroom challenges. However, excessive dependence on technology to think on their behalf can hinder the development of necessary skills for fostering intrinsic motivation throughout their school years and beyond. Instead, emphasis should be placed on nurturing a robust sense of self-awareness.
Urgency for Higher-Order Skills and Meta-Creativity
Implementing these changes can be challenging for both educators and students, yet meta-creativity can be cultivated through reflective tools. These tools empower students to elevate their creativity and other critical skills to higher orders while judiciously leveraging AI for appropriate purposes.
Establishing routines that enable students to be fully engrossed in the creative process can be as straightforward as incorporating mindfulness exercises like deep breathing. By fostering an environment where students are encouraged to pause when encountering setbacks, compose themselves with breathing exercises, and refocus, educators can instill positive habits that not only enhance their ongoing assignments but also lay the foundation for future projects. This practice is crucial, considering the permanence of AI in educational settings. Equipping students early with the ability to adapt and integrate AI alongside reflective learning techniques intentionally augurs well for their personal and academic achievements.
Natural reflection does not come effortlessly to many, especially students. Through higher-order thinking, students must cultivate the ability to reflect on their thought processes, methodologies, and interactions with peers in group settings. As AI’s presence in classrooms continues to expand, students must prepare to transcend their initial views and embark on setting and accomplishing goals.
While some education leaders might perceive that schools stifle creativity in students, the structures imposed during their formative years, such as strict schedules and emphasis on conventional grading metrics, can significantly benefit them in their transition to adulthood. Introducing technology and higher-order creativity as routine components of educational schedules instills mindfulness and adaptability in students, preparing them to thrive in an independent, innovative culture that is further enriched by technological advancements.
Historically, academic success has been equated with attaining set objectives tied to project completion and perfectionism. By curbing the instinct to concede defeat in the face of failure or criticism, the notion of academic success and the role of creativity as a higher-order skill can undergo transformation. Ultimately, this redefined narrative around academic success will pave the way for sustained growth and accomplishment post-graduation.
If you found this article insightful, explore “How eLearning Transforms Education for Autistic Children.”
