Identifying the Indicators of Learning and Pedagogical Creativity in Higher Education: A Qualitative Study

The purpose of this phenomenological-qualitative research was to identify the indicators of learning and pedagogical creativity in higher education. Participants in the present study included 25 university professors and elites, selected through purposive sampling based on their significant expertise and scientific experience in the field of creativity in higher education. Data was collected using semistructured interviews, taking theoretical saturation as criterion. The findings suggested that pedagogical creativity comprises of three main aspects, namely creative educational content, creative educational approaches, and creative assessment approaches. Regarding educational content, the participants emphasized the necessity of paying due heed to the learners’ regional needs, as well as their problem-finding and problem-solving skills, entrepreneurship, and health and ecological knowledge. On the other hand, regarding the second component, creative educational approaches, they suggested that the most important features of this include establishing a connection between the educational content and life issues, creative utilization of educational technology in teaching, employing various and creative educational approaches such as studying circles and role-playing, as well as discussion-based education. Concerning the third aspect, creative assessment, the participants highlighted the feedforward approach and situational assessment. In addition, to encourage and facilitate creative leaning in academic environments, the participants placed greater emphasis upon encouraging and supporting questioning and criticism, curiosity, audacity, risk-taking and enriching extracurricular activities in academic settings. Undoubtedly, the findings of the present research make it possible to facilitate teaching and learning processes in higher education.